The star of the north. [volume] (Bloomsburg, Pa.) 1849-1866, 1857-07-22

king this discipline the great end. would
say 10 the farmers son, porine over Greek
verbs and Hebrew roots and accents; 10 the
damsel of sixteen, wasting her sweetness on
algebra and geometry, what do you propose
10 do with this, when you shall have master
ed il? What is lis use, its purpose, lis end,
SO far as you are concerned? If you pro-
pose TO turn il TO some practical account,
very we'll; but if you only acquire it with an
eye to mental discipline, then protest against
i it as waste of time and energy. Action,
action discipnes the mind; the acquisition
Of what we need 10 know, better than that
we donh need.
! Yes; demand of education, and OF every
part of it, fruits. test its value by the
standard of practical utility. Let us learn
first, at least, what we personally and posi-
lively need to know; afterwards, if ever, that
which we can profit by only as exercise or
discipline. Let all our education recognize
that we are here as doors, not as dreamers.
Yet does this Baconism not really affirm, as
some say, the subordnation of the man TO
the workman, the mental TO The physical
1t affirms for the la lor precedence in time
only, not IN importance. "First the blade,
then the ear; agTward the full corn in the
ear" The child must creep before il can
walk, however decided the superiority OF the
latter mode Of locomolion. We insist, then,
lha: education should first qualify Us work
for his subec,;-thal is, for a career of as
sured usefulness ard independence; because,
in default of this, there is scarcely chance
that he can be morally good or intellectually
great. Bread is not SO noble as thought, but
in the absence of food, the brain is paralyzed
| or absorbed in the consciousness of hunger.
Let every human being be first trained 10 an
assured ability usefuy 10 earn at least
livelihood, and thus shielded from The all
but inevitable moral degradation Of the de.
pendent and the beggarly. Every man who
has had, with myself, the sad experience
and observation afforded by residence for
upwards of quarter of century in great
city, will agree with me, when ] say no
sight is more piliabe than the educated men,
having no means of support by their hands,
either through ignorance, weakness or pride,
who huddled in lis crowded populations
We see there a host Of such waits, intellect
ual wrecks, literally begging for chance TO
coin their thinking faculties lnto food. Me.
al elevation is of course impossible TO such
men; and they are the inevitable product OF
our present school systems.
We want more practical, physical, in
duslrial education, for many urgent reasons.
Ist. To advance physical health, strength
and longevity. I'd. For the proper culliva-
ton OF the earth, aud the development of its
mineral and vegetable treasures. We have
but begun IN this age TO know the wealth
of nature. What is The present state of ag-
riculture, the first of arts in time, the first in
necessity? Sd. For improvement in ma
chinery, in manufactures, and in household
economy. 4lh. TO dffuse leisure and taste
for study among the uEeducated. 1t is a
very common complaint that thrifty, un-
taught farmers grudge the cost of a thorough
educa alton fes their sons and daughters
Hodge industrious and independent in his
ignorance scorns his educated neghLor, who
is but drone and beggar with il oil. "I
have succeeded we'll enough" says he,
"whout education; why shouldn't my chill
dren do the same" Now realize and re-
gret Hodges contempt .or learning, but
cannot pretend TO be surprised at it. On the
contrary il seems 10 me most natural, and
not very blameworlhy. For do but consider
that the educated son or daughter too often
returns 10 the palernal home with and ILL
disguised contempt for its homely roof, and
positive aversion 10 its downright labor
Who would expect a sensible homebred
parent 10 relish and value such education?
That son is no, truly educated who cannot
grow more corn on an acre than his unlearn-
ed father, and grow il with less labor. That
educated daughter has received mistaken
and superficial training if she cannot excel
her mother in making soap or cheese or but
ter. All these are chemical processes, il
which her education should render her an
adept, far beyond any un,augh, person. The
educated lawyer, doctor or clergyman, whose
garden is not better, q do not say larger,)
and his fruit trees more thrifty and productive
than his illilerate neighbours, sadly discredts
and damages the cause of education. The
prejudice against muscular, physical labor is
product of barbarism and slavery. 1t ought
long since 10 have vanished in The light of
liberty and civilization. Of course, he who
can earn ten dollars per day as a lawyer
should not desert this to toll for dollar per
day as a plowman o: canal.digger. This
would be folly. But the lawyer or physician
who cannot earn the ten dollars per day, nor
one of them, and who stands idle, and runs
in debt for his board, rather than plow or
dig, has been very badly taught, and is
poor creature. Let each do his BEST but let |
no man make his presumed ability 10 do
something better an excuse for doing moth |
ing. "Six days shalt thou labor" says
the Book; and there is hardly command |
ment worse understood or worse Needed
Each of us is under perpetual obligation to