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ADDRESS OF STATE SUPERINTENDENT FITZGERALD.

Ladies and Gentlemen of the Institute: The agriculturists of the State are now holding their annual fair at Sacramento. The Mechanics' Institute has just held a pomological and horticultural exhibition in San Francisco. The Northern District Agricultural Fair has just closed at Marysville. These gatherings of our agriculturists and mechanics mark the rate of our progress in the material development of our great and growing State. It is meet that we should do honor to these men, through whose labors California is smiling with plenty and blooming in beauty-who are erecting factories, constructing machinery, building ships, cultivating our fields, planting orchards and vineyards and dressing gardens. All honor to the men who wield the hammer and drive the plough. But we are doing even a greater work, if faithfully discharging our trust as the educators of the children of California. We are developing intellect and moulding character, and our work is more important than that of any other secular calling, just in proportion as the material and perishing is inferior to the intellectual and immortal.

THE TRUE OBJECT OF EDUCATION.

The true object of education is the making of true men and true women-the proper development of the whole being, physical, mental and moral. This is the definition substantially given by all the great thinkers who have thought and written on the subject. And what great thinker can be named who has not recorded some expression of profound thought concerning education? In fact, a large proportion of the great thinkers of all ages have been teachers. Let us hear the great thinkers. Says Ruskin :

"I believe that what it is most honorable to know, it is also most profitable to learn; and that the science which it is the highest power to possess, it is also the best exercise to acquire; and if this be 80, the question as to what should be the material of education becomes singularly simplified. It might be matter of dispute what processes have the greatest effect in developing the intellect; but it can hardly be disputed what facts it is most advisable that a man entering into life should accurately know. I believe, in brief, that he ought to know three things: First, where he is. Secondly, where he is going. Thirdly, what he had

better do under those circumstances. First, where he is-that is to say, what sort of a world he has got into; how large it is; what kind of creatures live in it, and how; what it is made of, and what may be made of it. Secondly, where he is going-that is to say, what chances or reports there are of any other world besides this; what seems to be the nature of that other world; and whether, for information respecting it, he had better consult the Bible, the Koran or the Council of Trent. Thirdly, what he had best do under the circumstances-that is to say, what kind of faculties he possesses; what are the present state and wants of mankind; what is his place in society, and what are the readiest means in his power of obtaining happiness and diffusing it. The man who knows these things, and has had his will so subdued in the learning of them that he is ready to do what he knows he ought, I should call educated; and the man who knows them not, uneducatedthough he could talk all the tongues of Babel."

Says John Milton:

"I call a complete and generous education that which fits a man to perform justly, skilfully and magnanimously all the offices, both private and public, of peace and war."

Says Bishop Short:

"As this life is a preparation for eternity, so is education a preparation for this life; and that education alone is valuable which answers these great primary objects."

Says Thomas Braun :

"Education is the act which places a child in the condition to fulfil, as nearly as possible, his destiny as a mortal and immortal being. It has for its aim the development of his faculties as a man, physical, intellectual, moral, social and religious, in such proportion that through their harmonious action he will escape the punishments which await the bad and become worthy the awards reserved for virtue."

Says Kant:

"There is within every man a divinė ideal, the type after which he was created the germs of a perfect person, and it is the office of educa tion to favor and direct these germs."

Says Carlyle, characteristically:

"The great result of schooling is a mind with a just vision to discern, with a free force to do. The great schoolmaster is practice. The first principle of human culture, the foundation-stone of all but false imaginary culture, is that men must, before every other thing, be trained to do something. Thus, and thus only, the living force of a new man can be awakened, enkindled and purified into victorious clearness"

Says Dr. Wayland:

"The object of education is to render the mind the fittest possible instrument for discovering, applying or obeying the laws under which God has placed the universe."

And lastly, Horace Mann, whose name I love to pronounce, and whose words I love to quote:

"The great necessities of a race like ours, in a world like ours, are: A Body, grown from its elemental beginning, in health, compacted with strength and vital with activity in every part; impassive to heat and cold, and victorious over the vicissitudes of seasons and zones; not crippled by disease nor stricken down by early death; not shrinking from bravest effort, but panting, like fleetest runner, less for the prize than for the joy of the race; and rejuvenant amid the frosts of age. A Mind, as strong for the immortal as the body for the mortal life; alike enlightened by the wisdom and beaconed by the errors of the past; through intelligence of the laws of nature, guiding her elemental forces, as it directs the limbs of its own body through the nerves of motion, thus making alliance with the exhaustless forces of nature for its strength, and clothing itself with its endless charms for its beauty, and, wherever it goes, carrying a sun in its hands with which to explore the realms of nature, and reveal her yet hidden truths. And then a Moral Nature, presiding like a divinity over the whole, banishing sorrow and pain, gathering in earthly joys and immortal hopes, and transfigured and rapt by the sovereign and sublime aspiration TO KNOW AND DO THE WILL OF GOD."

This is the work that we ought to be doing. Are we doing it? Are we doing it with right motives, by right methods, and with proper results? The object of this State Teachers' Institute is to arouse renewed and increased interest in the cause of popular education, and to improve in the quality of our work.

POPULAR EDUCATION A VITAL QUESTION.

To us, the question of popular education is a vital question, involving our liberties as a nation and our prosperity as a people. This is a truism, but it is tremendously true." Whatever it may be to other nations, the question of popular education is a vital question to us. Despotisms may flourish amid popular ignorance. In fact, popular ignorance is the one condition of their existence. As the people become enlightened, the government becomes free. This is the rule. If there are any apparent exceptions, they may be accounted for by temporary conditions counterbalancing for a little time the operation of a universal law, which in the end will assert itself with inevitable certainty and complete supremacy. Despotic Governments rest on bayonets and cannon. Free Governments rest on the primer, the spelling book, the arithmetic, the geography and the grammar.

THE WAR IN EUROPE.

The war now raging in Europe may bring some startling developments before it is ended. The crowned heads have set a dangerous ball in motion-a ball which may knock over European thrones like ten-pins. The republican spirit burns there in millions of hearts, and now that the countrymen of Lafayette have again raised, the shout of republicanism, the world may echo with the reverberation! Those "thinking bayonets' of educated Prussia may begin to think that crowned heads are an expensive luxury. When popular education becomes universal, dynastic

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wars will come to an end. And when right education becomes universal in the earth, will not all wars cease? It would be a reproach to humanity to doubt it. War is the accompaniment of an imperfect civilization. Fighting is the brute method of settling disputes. When nations or individuals fight, they descend to the brutish level. In the good time coming, war will be an impossibility, and the history of our wars of to-day will be read as we now read of the atrocities of the dark ages, with horror or incredulity. This good time that is to come may be far in the distance, but it will come, and every earnest worker in the cause of popular education will help to hasten its coming.

LOSS TO EDUCATION FROM WAR.

One of the worst results of a protracted war is the loss to the cause of education. During our late civil war, many thousands of youth and young men were dragged from school, and now a large proportion of those who escaped death on the bloody field must fight life's battle at great odds, without education. More terrible than desolated fields, ravaged cities or crippled commerce, is the ignorance that is visited upon a people as the penalty of war. If protracted, the war between France and Prussia will be an unspeakable calamity; the schools will be closed, the young men will be dragged to bloody deaths, and the shadow will go back a quarter of a century on the dial-plate of European civilization!

GOOD OUT OF EVIL.

But it often happens that good is evoked from apparent evil, and it may be that the thunders of the artillery around the walls of Paris may arouse the masses of Europe to break the remaining fetters that bind them in political thraldom, and from the smoke of the battle the Genius of Liberty may rise resplendent in beauty! Let hereditary rulers and usurpers go down, but let the people rise and humanity march on to its destined goal.

EDUCATION AND THE BALLOT.

But as we are not responsible for Europe, let us look at home. Looking at the cause of popular education from an American stand-point, it excites the deepest solicitude of the true patriot. The suffrage is being extended more rapidly than the means of popular education. This is an ominous fact, which challenges the consideration of every good citizen. In the late Congress, one or two voices were raised in behalf of national education, but no heed was given to them. The appointment of a Collector of Customs was looked upon as a matter of greater importance than the education of a nation. The ratio of illiterate voters has increased greatly within the last ten years, and may possible be increased still further within ten years more. I do not mean the women when I say this. Their admission to the suffrage would not increase, relatively, the number of immoral and illiterate voters. I do not mean the women. mean the Chinese, who are already here in numbers sufficiently large to become an element of political strife, and a source of deep anxiety to the patriot, philanthropist and sociologist. This is not the place for the discussion of the Chinese question. I have matured views thereon, which, on a proper occasion, may find public expression. The simple point that I would here present is, free institutions depend upon popular intelligence, and popular intelligence depends upon popular education.

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In the language of good old Governor Belknap, of New Hampshire, "Vox populi vox Dei is a correct maxim when applied to a virtuous and enlightened people; but when applied to an ignorant and depraved people, it is false and dangerous in the extreme." The voice of the people expresses their character and degree of intelligence through their representatives. When ignorance does the voting, it is natural that the representative should go to stealing. When the elector cannot read his ballot, his choice is almost sure to fall upon some ignorant and dishonest demagogue.

THE FOREIGN ELEMENT.

The gravity of this question of popular education in relation to the ballot is also vastly increased by the foreign immigration that annually pours in upon us. These foreigners come to us with a genuine love of liberty in their hearts, but often with crude notions of it in their heads. It is a wonderful thing that we propose to do—the assimilation of these diverse elements, and moulding them into homogeneity of opinion, character and relation. This is the work of the schools. It can be done nowhere else. It is the work of the school teacher. None else can do it. It is a great work, and there is a great body of earnest workers engaged in it. It is a great fight, and there is a grand army on the march. God give them the victory! for the hopes of humanity are involved in the contest. You and I, fellow-teachers, belong to this great body of workers; let us work with all our might. We belong to this grand army; let us valiantly fight the good fight. The noblest mèn and women that live are our fellow-laborers and fellow-soldiers; let us be worthy of the relationship.

EDUCATION FROM A CALIFORNIAN STAND-POINT.

Looking at the subject of popular education from a Californian standpoint, it addresses our minds with peculiar force. To us, as school officers and school teachers, is committed the most important secular interest of California. Sitting, spear in hand, by the Golden Gate of the Future, California looks to us with hope and confidence. Ours is a sacred trust. Upon us rests a heavy responsibility. Within our reach is a grand opportunity. Shame on us if we betray this trust! Shame on us if we neglect our opportunity.

The field of our labors is most inviting and hopeful. Our State is young and growing. Our connection with other parts of the world is sufficiently close to enable us to adopt all they offer that is clearly good and suited to us, without being drawn into their wrong currents or wasting our time in uarrelling over their false issues. We have the highest incentives to effort, and will surely succeed if we observe the conditions on which success depends.

WHAT ARE THE CONDITIONS OF SUCCESS?

One condition is indispensable. All the true friends of education must work together in a spirit of true liberality. We must agree to differ on many questions outside of our school work. Agreement in ideas is impossible, but all good men and women agree in spirit. Differing as we do and must in other matters, we can all stand together on the broad platform of popular education. We must not insist too strenuously upon the peculiar provincial notions which we have brought with

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