1856.] Dedication of PoJijtcchiiic Hall — Address. 539 



classes and conditions alike. An educated class is a barbarism and 

 a teathenism, but an educated race, is tlie only true christian idea* 

 and the lowest end worthy a christian man, or consistent with the law 

 and will of God ; and this brings us to the application of the prin- 

 ciple embraced in our plan, in the establishment of our new depart- 

 ment. A department which looks to the education — the liberal edu- 

 cation — of the leaders, at least — of those engaged in the most im- 

 portant, the most indispensable, and the most ancient pursuit in 

 existence — and which, from its very nature, and the wants of society, 

 must embrace the largest number, and that too, of the most moral 

 and respectable, and why not the most enlightened, citizens ? 



In securing the liberal development of the largest possible num- 

 ber of this class, we most effectually secure the highest elevation — 

 intellectual and social — of the entire race. 



That there are certain indispensable elements of knowledge, alike 

 common and needful to all, and which all should acquire in the same 

 classes and schools, is freely admitted; and the only question of dif- 

 ficult solution here, is, where this common culture should end, and 

 the routine of a specific and individual culture commence. That all 

 men should learn to use their hands, feet and eyes, all will admit ; 

 but it by no means follows from this, that all should learn alike to 

 paint, to fiddle and to dance. In like manner, all should learn to 

 read and write — for reading and writing are the indispensable 

 instruments — the very eyes and hands — of all subsequent processes 

 in mental culture. But it no more follows that all should become 

 expert linguists — especially in foreign tongues, or adroit debates 

 and harangues — than as before, that all should become expert 

 dancers and fiddlers ; and how strange it is, that to such attainments, 

 almost the only premium is now offered. There are also certain 

 general scientific principles and departments of knowledge, which 

 are found equally needful and useful to all; all of which should be 

 taught, and will be taught, when our institutions of learning are 

 what they ought to be. But after passing the threshold of the great 

 temple of science, the inclinations, capacities, and consquently the 

 pursuits of men, diverge through all the endless labyrinths of hu- 

 man occupation, and human endeavor; and here the hand that af- 

 fects successfully to guide, should equally diverge. This is indicated 

 by a common necessity overhanging and overmastering all alike, 

 oppose it as we will. Our system of education should fully meet 

 this exigency, and should be sufiicently comprehensive to afford to 



