Clarksville chronicle. (Clarksville, Tenn.) 1857-1865, 1859-09-09

To Messw. Humphreys, HarTeH and Woods

In my vew the legitimate object ofintellectual edu
cations is the development and culture Of the
tai powers with view to the real work of life and
as preparation for the duties and responsibilities of
citizenship. IF this be not the object know not
what it is. Which of the two methods of teaching,
at which | have limited, is best adapted to the ac-
compshment of this object, does not seem to me to
admit of doubt Still, the great majority are
taught without thought, even in those countries
which are called enlightened, and rule is preferred
to principle in those nations, which have reached
the highest develcPement of civilization, whether in
application to the common affairs of life the teach
! ing of boyhood, or the great affairs of state.
If we would comprehend the comparative merits
of the two systems, five would know which of the
two is The better ray must look at the results of
the two systems and their influence upon individu-
ais, communities, and nations. This inquiry if pur-
sued in proper spirit, and developed with cearness
and force would, sure be interesting to all
who feel any curiosity in such matters. But the
limits to which have restricted myself in these
brief suggestions, will not permit me to expatiate
upon this theme. If you would comprehend the
terrific results ofthe school Of repetition fyou would
know what it is to eter the soul of man as well as
his body, 60 to Egypt mediate among its solitary,
ruins, its sepuchres, and its silent walls Evoke
her Genius from the mansions of the dead and in
terrogate him ~ to the condition of the millions
whose labor reared the pyramids, those monuments
Of dim and distant antiquity. Go to the Celestial
Empire and see what an infallible system and an
unmingled despotsm have done. Stuady the de-
veopement of u dwarfed civilization, under gov
eminent whose "emperor unites in his own person
the attributes of supreme magistrate and sovreign
pontif" Here is the most ancient and populous ma
ton upon the face of the globe with a tolerable
e knowledge Of agriculture and the mechanic arts
but it has made progress for centuries at least
in nothing but the necessary arts The stagnation
and tosror Of death have Crept the nation and
paralyzed its energies. Such is the condition of
China. But it is suggested that the Chinese an
inferior Admit it. and what then? Is the
condition Of Turkey and Spain much better with
their systems of infallibty and schools of repeti-
ton? These nations are not what they were in
former times. With all the elements of wealth and
power, fertile soil, salubrious climates favorable
situations for commerce, they are cursed with the
blight of premature decay. This is picture
Let us look upon another.
What, then, has been the influence, what the re-
suits of the system in which men have been taught
: to inquire and think? Go to Greece, study her
laws, her institutions and her literature, and you
will learn what nation of inqurers accomplish
# But have not time to dwell upon these historical
illustrations. And yet would in this connection,
= for a single moment advert to the history of
"Fair Greece sad relic of departed worth
: Immortal, Though no more; though fallen, Greatl
The culture of Greece which bears an important re-
laton to modern education, was pre-emineut for its
incubation of spirit of earnest investigation. II
was this which formed her great statesmen, orators
generals and philosophers. It originated polished
and perfected her language, till it became model
If for all who would study the philosophy ofphilology
and the relation of words to things. 1t cultivated
u the arts till Grecan forms of beauty In Sculpture
and architecture have never been surpassed 1t in
spired love ofliberty and spirit of freedom. In
= word; it gave to Greece all her prominence among
= the nations of antiquity, and gave birth to tera
! ture and sytems Of philosophy which, injured with
: an imperishable vitality, have come down to our
S own times and have exerted and arc still exertng
an immence influence on modern civilization.
Such is the difference between those nations
l., which think and repeat and it is written in letters
of light upon every page of their history.
If then we would act according to the primary
principle upon which our government is based the
first law of all republics must produce that gen.
&c eral development of mind which constitutes intel
ligence and We nuts teach men not only the
thoughts of Others but to think and act with man.
~ independence for themselves. This is the only
i character which becomes freeman
1t But how shall we teach men to think? This is
an important and pertinent inquiry. But shall re-
IS serve most of what have to say in regard to it, til
% come to speak of the character and qualifications
Re of teachers. But may simply remark here thai
j. one important element in every effective system
education is the Baconan course of philosophic
y search. He said with all the dignity of self con
,e cious poweI ~ have held up light in the obscure
d ty of philosophy which will be centuries afe
s. am dead and the fact has justified the prophet,
= prediction. And what is the popularity of th
e philosophy? 1t Is analytic and inducve. 1t POUNDS
all its doctrines experience and observation anC
! deduces oil its general principles from particular
AZ facts and existing relations 1t assumes nothing
y a fact, which cannot be tested by experiment. i
10 admits nothing as a truth, which observation, o.
- consciousness, or revelation does not establish.
gives no crednce TO mere assumptions and untreC
hypothesis, and brings everything to the test of ex
IN pcrience and inductive reasoning Bacon resteC
g his philosophy upon the foundation, that experience
aided by observation and enlightened experiment
IT is the source of all true knowledge. How utterly
n opposed I'LL this is to the deductive method Of Ars
y totle, the prince of ancient philosophers, in whcl
r the conclusions narrower than the premises anC
~ must of necessity be- it is needless to point ont.
u equally opposed to the speculations conjectures
~ and assumptions Of Ontology, and Transcendental