1856.] Dedication of Polytechnic Hall — Address. 533 



others around iiim, he deems himself quite learned, for he finds many 

 that can neither read nor write. 



We oppose his creed, in toto. This is but the inculcation of the 

 dogmas of the dark ages — that the priest can think, and vote, and 

 believe for the people. For what were your minds given you if not 

 to improve to the highest extent of which they are capable? If they 

 are of inferior order, even that gives you no license to indolence or 

 neglect. Abandon such ground at once as untenable, and unsound, 

 and fit only to be uttered by the Pope of Rome, and not to be coun- 

 tenanced in a free republic. True, this has been the teaching of many ; 

 but if you trace its origin, you will find it to have come from the op- 

 pressor, be he prince or pedagogue, the emperor Nicholas or one 

 of his prototypes. 



Again, we often find in pressing the importance and advantage of 

 a more thorough and liberal system upon the great farming class of 

 our community, they will point to those who have enjoyed the advan- 

 tages of high school instruction, it may be in some of our best col- 

 leges, even to the bearing away the honors of their Alma Mater, and 

 their class who are incapable of securing a respectable livelihood, 

 mere moths and drones of society. All this proves nothing, or it 

 rather proves too much, for it would be an argument against all edu- 

 cation. The facts stated are too often true; for we have seen many 

 who have been thrust forth upon society as hel2:>less as unweaned 

 children, unable to stand alone, barely able to creep along in hope- 

 less dejection, who, looking around with a vacant stare uf)on the 

 movements of society, wonder what to do with themselves. But all 

 this shows an inherent defect in the system of education, and not in 

 education itself, a system which we deprecate, a system which we arc 

 endeavoring to correct. The system pursued goes upon the principle 

 that all who are educated should follow one of the learned professions, 

 consequently must not work, consequently must be fed with a silver 

 spoon, often at the cost of some body else, either a rich father, or a 

 wealthy community where every thing is furnished ready to their 

 hand. The deductions of the farmer from the facts before him are 

 logical, and the whole train of reasoning proceeds altogether upon 

 the false premisCj as to the object and design of an education. It 

 never ought to have been the object to educate the few to rule the 

 many, either by the greater ability thus acquired to cheat, lie, or 

 steal, or in any more honorable way obtain more for service render- 

 ed, or duties performed, than was justly due, and thereby, as many 



