The representative. [volume] (St. Paul, Minn.) 1893-1901, 1899-09-21

the wants of society, and that such prac-
tical applications, so far from detracting
from the discipline which it gave the
mind, in reality made that discipline
more forcible and complete. He viewed
mathematics as an instrument for the
extension of art and science, and con-
sidered that 1t should be studied, not as
an end, but as means to an end, with
out which study would be in a great
measure fruitless.
in short, the aims of the middle and
higher class schools was to raise men
above the influence of vulgar wants.
The Baconian principle of utility and
progress would lead us to conclude that
the education of the boys should fit and
prepare him for discharging the duties
of the man. But did the collegiate
trained, aristocratic teacher care for the
duties and interests of the carpenter, the
wheelwright, the engine builder, or the
scientific experimentalist? Between him
and them there was an impossible gulf;
he lived in a quiescent world of abstrac-
tions, they lived in a world of action
and progress. How could the one be-
come the educator of the other?
Interest quickens mans perceptions
and invigorates his mental powers. The
artisan works out his results chiefly by
inductive processes of reasoning, because
he finds the highest degree of certainty
and sufficient degree of exactness in
the method, and performs his inductions
we'll and carefully, for his interest de-
pends upon his deductions. Hence it
was that whilst philosophy remained
stationary the arts went on progressing.
Bacon observed this and therefore re-
commended the inductive process for
the advancement of philosophy. What
the artisan has performed successfully
ploy in the advancement of universal
science. Thus Bacon's philosophy was
borrowed from the workshop, and what
he did for science we may now do for ed
ucation; we must adopt in our schools
more or less those processes OF reason
ing, habits of thought, and peculiar
modes of self instruction employed by
our practical men.
''If the great intellect of Bacon could
condescend to borrow from the work.
shops, why should we be ashamed to
hOrrOw from tho camo co,rooo p,,f 1,o+
so it is. talk to some of our profess
sional men-it may be our lawyers, or
our clergymen, about borrowing ideas
and taking hints from the workman;
they would smile at you with contempt
and say, Can men who have had coll
lege education obtain any information
from the lowly class, whose education
has been altogether neglected so far as
the schools in which these men had been
placed in their childhood are considered:
but these workmen, when they left the
schools, had to commence a course of
self education, and that self education
makes the English workman what he is
the pride of his country, the most
'kilful artisan of the world.
Notwithstanding all that has been
lone for primary education within the
asst 20 years, we are still very far from
having realized the Baconian condition
If utility and progress. We are still
lnder the dominion of abstract theories
# education, consecrated by the great
lanes and sanctioned and patronized by
,reat societies. That philosophy is
alse and not less hateful than it is
alse, which arrests the progress of
knowledge by extinguishing the spirit
# inquiry, and destroying freedom of
hought and action. The platonic philos-
ply enslaved the human mind for 1000 |
ears, and during that long period it |
roduced no fruit, because it superseded |
nductive processes of inquiry by laying !
own theoretic dogmas and sublime |
hilosophic fictions. Bacon emanci- |
ated the human mind from the degrad-
ng and enfeebling slavery. He showed |
nankind that the inductive method |
7ould lead them to new truths, far ex-.
eeding in brilliancy and utility any
hing which the ancient gods of philos-
ply, whom the people had blindly
had ever discovered. It is
ot necessary to say how wonderfully
his prediction has been fulfilled. Thus
ur platonic theories of education must /
ne day fall before the inductive method |
f inquiry"
Dear reader, in quoting thus extern
lively from one of England's greatest
my object is two-fold:
irst, to give due credit to the giant in
elect and universe embracing benevo-
snce of Bacon, and second, to direct the
of teachers to the necessity
nd importance Of the inductive. method
4 education. The great works Of Ig-
atius Donnelly. Atlantis, Ragnarok and
he Cryptogram, which challenge sue T
essfully the "old school" scientists and
terateurs, are. to my mind, the most
emarkable productions Of original in
uctive inquiry. Very truly yours,
W. E. CUMMINGS.
ouantitative Theory Admitted.