The star of the north. [volume] (Bloomsburg, Pa.) 1849-1866, 1857-07-22
ADDRE ESS ON EDUCATION.
BY HoRAcR GREELEY.

deon, on which six immense folios, volumes
OF the Biographia Britannica, were piled as
stand for his notes; and with voice and
manner which seemed as if his muse were
pltchforking great loads of thought out of
his interior. with Tremendous effort, but
which grew gradually easier, began as fol-
lows:)
come before you to-day with no elaborate
address prepared; for l think the speech
which will best suit the occasion will be one
inspired by the occasion. The theme is of
course the one, the only one, which would
be fitting here and now; need scarcely
name ii; EDUCATION Yet not as an atvo-
cate of Education am here 10 address you;
she needs no advocate here, or you would
not be here to-day. All this vast multitude,
gathered from dislan, homes, have came as
her advocates. There is surely no need Of
dwelling on The value and importance of
that which is the engrossing theme of thought
and interest with all see before me. The
intelligence, beauty and attention here COL
lected, the halls in view of which we are
assembled; the addresses we have already
heard, all the memories our young friends
bear from this place, and all tho hopes which
beckon them to the future, are so many les
timoniaIs to the importance of Educalion.-
But, ,ha, we my bring our thoughts TO some
practical issue to-day, indulge me with your
attention, and while my feeble voice eau
make you hear, and so long as your patience
ought 10 be taxed, will offer some remarks
as the fruits Of my reflection and experience,
ON EDUcATIoN,-Irs Motives, METHODS AND
ENDS.
The word Philosophy, in its proper and
deTivative meaning, denotes love of wis
dom or knowledge. But it is more common
ly used in an accommodated and inaccurate
seIse, as indicating system or circle of
whatever pertains or ministers to the intel.
lecual needs of man. Taking the word in
this, now its almost universal sense, we may
say that the world of Philosophy has pro-
duced two great thinkers, Plato and Bacon,
who, above all others. have been and con-
time to be kings in the realms of thought
Plato was acknowledged as supreme dicla-
tor of the human intellect for ages before
Bacon wrote; and, indeed, among scholars,
IN our colleges and academies, our systems
of education, and the literary world at large,
the philosophy of Plato still welds a para
mount authority. We may say that nine
ten,hs of the thinking world bow 10 him.
These two names then, raised on high, stand
to-day as landmarks 10 all who so forth upon
the sea Of thought.
Plato's philosophy begins by conlempla;.
ing the soul rather than the body. 1t views
man m ore as pure spirit than as an agent
in the material world. II deems the noblest
work OF education 10 be, not so much the
workman as the man. lis objects are in
ward, and it's means, therefore, are chosen
for their reflective action on him who en-
pioys Them, not for their power in the world
But while PlaloEsm thus builds on intuition,
Baconism seeks lis foundation in reason.-
1t begins with facts: and aims al fruits. 1t
rejects everything from the beginning bu,
clear, proved facts, and calls forth al! the
energies of it's disciples in the search for
practical; useful results. The Baconian idea
regards man as placed Oh earth 10 be
worker; and the true education as that which
best fits man for his work. II therefore cuts
of from youthful training everything which
gives no promise of being turned 10 account
IN manly work.
The civilized world, as have said, sat for
more than fifteen centuries at the fee, of
Plato; receiving his words with as implicit
faith as was given them in his own school at
Athens. And still his ideas prevail in our
scholastic system. Ask an old school pro.
fessor of to-day why he insists so much on
the general study OF the higher mathematics,
the dead languages, and such other branches
as have no practical work 10 do in the hands
of these pupils; anc he is sure 10 answer you
as an orthodox Platonist; To discipline the
mind. This is the great aim of our college
and academy systems. But since the gen.
eral diffusion OF the art of printing, the op-
posite or Baconian idea has been steadily
gaining ground. And now The great ques-
ton in which the educational mind of our
own age is engaged, is whether this idea
shall be adopted in the training system of the
coming era.
Baconism, then, commences with care.
ful, intelligent observation of facts. 1t as
sumes nothing; proceeds by strict education;
takes nothing for granted; and postpones all
until by an adequate Interrogation
of facts, we shall bo pointed irresislaSly 10
the conclusion. The model Baconian OF our
own nation, and of what We may call our
own age, in comparison with the vast extent
Of history, was Benjamin franklin. He was
not, indeed, model man; as man his char
acter had many faults; but we speak of him
now only as thinker, and in this light, he
was a model Baconian. Other illustrous
disciples of this school, however, belong to
hese times; such as. Fulton, Watt, Whitney,
Morse, Daguere, and many more. For this
IS the school of practical men. who do the
rork