Burlington weekly free press. [volume] (Burlington, Vt.) 1866-1928, 1909-09-30
t0S' NEW STUDENTS
>pening Of Another Year at the
University of Vermont.
dreen peiats out Some of che Ae-
ce1pisghmeats Of Haily Life
WAicA 5lart the Educated.

held yesterday morning In the coneBo
"!'apeL Nltrn !f.-itv...
cred an address Of welcome to the stu
nrnts. The chapel was completely filed
with the student body, the members ct
he faculty and many townspeople.
President buckham prefaccd his address
with n few words to The members Of the
faculty, old and new, md to the stu
Hen,e. old and new. welcoming them to
pew eulese year. His address follows!
PRESIDENT RUCKUAM's ADDRESS
II In not easy, and 1T Is no part of my
pu-rure, to make sharp distinction be- /
tween sn educated and an uneaucat-
I'd te.ao.1 TIE nre Is TOO broad and
feshic 10 mako nur' n dstincton prHo-
teahi-, General public estimation dis
trit.itre,rs IN n way between we'll
educated man md ono who does not N
It's judgement merit thls description, but
It Il n Judgment which dees not we'll
aletinsu,rh between tho essentials OF
hood education aud what We may ca''
ns ACCOMPLISHMENTS. My main purpose
" th!s time Ia to insist upon tho great
value of certain abilities ana atta'nments
which all educated persons would be
sdrentaged IN having, but which many
so not have, to their great dish advantage
aud loss
Let us for tho sake of cearnese try to
stote, IN general way. what 1t Ia
which distinguishes the well educated
from the rnntlucatcd or half-cducated
person. Ii 4 not the having acquired
familiarity With. md training In, the
working OF the normal human mind In
I. reasoning, It's imagining. It's willing;
n having learned certain universal and
oty,p m c, i,,1r n md
.rrte and IN having become somewhat
proficient IN the art of expression? From
practical point Of view, IL not nm cd
acated man, one who has been so train
"a that when he settles into the serious
business OF life, he can t.,,.nk clearly.
san reason his way through the succes
1--WE situations that confront him, ard
meet his life work with some we'll fo:Mc-
ed confidence in his own powe- Of ini-
t.1tive and decision? When we say of
certain men that they have had a Nh-
eral education. we often mean moro
than that they have had the opportun-
!ty for such an education. Whether this
one or that one has improved his oppor
tunity and is really a well and highly
educated man. Is another question.
man ia not well educated. whatever edu-
cational routine he may have gore
through. who has not so profited by his
acquaintance with the hest models or
thought and utterance as TO be saved
from false reasoning himself and from
being msed by the false reasoning OF
others; who has no resources for meet
ing new problems and new opDortuni-
ties: who goes wrong on some of the
great practical issues Of life where men
who have only common sense to guide
or't ro
one that has brought within the reach
OF the educable man, and made avail
ebl. 10 him for the conduct OF his own
Nfe some good portion % the elemen-
tary wisdom which the race has accum-
uleted ND to his tnte. especially the
wisdom which teaches ono how 70 make
the best OF his particular endowments
end opportunities. 7 say tire elementary
wisdom meaning thereby the fundamen-
tai, rudinentary principles Of knowledge
and action. which are essential 70 right
attainment and which II mastered almost
guarantee II The modern fad Of GER
tain cducationists that every new ind-
vidual must go through all the educat-
Ing experiences which the race has gone
through, must learn as the race has
learned. nv repeating the ever old and
ever new mistakes and rollies OF man
kind dlsdains all the LESSONS oe history
and forfeits all the promises OF evolu-
ton. What a true education does for
an openminded and docile youth is TO
teach him the methods by which men
have attained truth. and avoided error
and improved life. and passed on high
er humanity 70 the succeeding age TIC
be still more explicit, to he literally ed
ucated is to have drawn from a wide
with heat
thought a good stock of sound opinions
available for the critical decisions OF
life TO have formed habits OF clear ant
resolute thinking: 20 have learned by
submission and discipline in tho neces
sary laws Of thought to gain freedom
and power for ones own thought; Il
have attained order, and consecutive
ness and consecutiveness, and subor
dination, and proportion. in ideas ant
Judgments and actions and measures I,
be persuaded only after conviction; I,
hesitate and deliberate, and look at tn
matter all around. and then. and no
MI then. to decide, and will and do: Il
do and to be all this. Of course, grad
ually. prOgrcsSivclv, as the years r.
tv. ana as Necessities ana opportun!tie
required. In this enumeration of men
tel virtues have not meant to impl
that good education guarantees all In
tellectual powers and charms, but onl.
10 point out what a complete education
aims IT on7 what It does actually 40
tompltsh greater or less degree 70
these who its best exemplars. TIL
worlds ju""rcnt Is not wrong when
highly approves Of certain characters
ties and qualities as attributes Of thos
~hom IN large and liberal spiri
II admires as well educated men"