To such Associations as this, in their darker hours, there may yet reappear now and then the spectral shadow of a certain dead and buried opposition; but before the light of a steady trust in them on the part of the general people, bearing testimony to the virtuous influences of such Institutions by their own intelligence and conduct, the ghost will melt away like early vapour from the ground. Fear of such Institutions as these! We have heard people sometimes speak with jealousy of them,--with distrust of them! Imagine here, on either hand, two great towns like Leeds, full of busy men, all of them feeling necessarily, and some of them heavily, the burdens and inequalities inseparable from civilized society. In this town there is ignorance, dense and dark; in that town, education--the best of education; that which the grown man from day to day and year to year furnishes for himself and maintains for himself, and in right of which his education goes on all his life, instead of leaving off, complacently, just when he begins to live in the social system. Now, which of these two towns has a good man, or a good cause, reason to distrust and dread? "The educated one," does some timid politician, with a marvellously weak sight, say (as I have heard such politicians say), "because knowledge is power, and because it won't do to have too much power abroad." Why, ladies and gentlemen, reflect whether ignorance be not power, and a very dreadful power. Look where we will, do we not find it powerful for every kind of wrong and evil? Powerful to take its enemies to its heart, and strike its best friends down-- powerful to fill the prisons, the hospitals, and the graves-- powerful for blind violence, prejudice, and error, in all their gloomy and destructive shapes. Whereas the power of knowledge, if I understand it, is, to bear and forbear; to learn the path of duty and to tread it; to engender that self-respect which does not stop at self, but cherishes the best respect for the best objects--to turn an always enlarging acquaintance with the joys and sorrows, capabilities and imperfections of our race to daily account in mildness of life and gentleness of construction and humble efforts for the improvement, stone by stone, of the whole social fabric.

I never heard but one tangible position taken against educational establishments for the people, and that was, that in this or that instance, or in these or those instances, education for the people has failed. And I have never traced even this to its source but I have found that the term education, so employed, meant anything but education--implied the mere imperfect application of old, ignorant, preposterous spelling-book lessons to the meanest purposes--as if you should teach a child that there is no higher end in electricity, for example, than expressly to strike a mutton-pie out of the hand of a greedy boy--and on which it is as unreasonable to found an objection to education in a comprehensive sense, as it would be to object altogether to the combing of youthful hair, because in a certain charity school they had a practice of combing it into the pupils' eyes.

Now, ladies and gentlemen, I turn to the report of this Institution, on whose behalf we are met; and I start with the education given there, and I find that it really is an education that is deserving of the name. I find that there are papers read and lectures delivered, on a variety of subjects of interest and importance.