MECHANICS AND USEFUL ARTS. 97 



agent there is abundant proof. If it be added to this, that the buildings of 

 the Assyrians show them to have been well acquainted with the principle of 

 the arch, that they constructed aqueducts and drains, that they knew the use 

 of the lever and roller, that they understood the arts of inlaying, enamelling, 

 and overlaying with metals, and that they cut gems with the greatest skill 

 and finish, it will be apparent that their civilization equalled that of almost 

 any ancient country, and that it did not fall immeasurably behind the 

 boasted achievements of the moderns. With much that was barbaric still 

 attaching to them, with a rude and inartificial government, savage passions, 

 a debasing religion, and a general tendency to materialism, they were, to- 

 wards the close of their empire, in all the arts and appliances of life, very 

 nearly on a par with ourselves ; and thus their history furnishes a warning 

 which the records of nations constantly repeat that the greatest mate- 

 rial prosperity may coexist with the decline, and herald the downfall, of a 

 kingdom." 



ON SCIENCE AS A BRANCH OF EDUCATION. 



The folloAving is an abstract of a lecture on the above subject, recently 

 delivered before the Royal Institution, London, by Professor Faraday. The 

 high position of this gentleman always secures attention for his opinions; 

 but upon this topic especially, his views will be examined with great interest. 



The development of the applications of physical science in modern times 

 has become so large, and so essential to the well-being of man, that it may 

 justly be used, as illustrating the true character of pure science, as a depart- 

 ment of knowledge, and the claims it may have for consideration by govern- 

 ments, universities, and all bodies to whom is confided the fostering care and 

 direction of learning. As a branch of learning, men are beginning to recog- 

 nize the claim of science to its own particular place; for, though flowing 

 in channels utterly different in then* course and end to those of literature, it 

 conduces not less, as a means of instruction, to the discipline of the mind ; 

 whilst it ministers, more or less, to the wants, comforts, and proper pleasure, 

 both mental and bodily, of every individual of every class in life. Until of 

 late years the education for, and recognition of it, by the bodies which may 

 be considered as giving the general course of all education, have been chiefly 

 directed to it only as it could serve professional services, namely, those 

 which are remunerated by society ; but now the fitness of university degrees 

 in science is under consideration, and many are taking a high view of it, as 

 distinguished from literature, and think that it may well be studied for its own 

 sake, i. e., as a proper exercise of the human intelligence, able to bring 

 into action and development all the powers of the mind. As a branch of 

 learning, it has, without reference to its applications, become as extensive 

 and varied as literature; and it has this privilege, that it must ever go on 

 increasing. Thus it becomes a duty to foster, direct, and honor it, as litera- 

 ture is so guided and recognized; and the duty is the more imperative, as we 

 find by the unguided progress of science and the experience it supplies, that 

 of those men who devote themselves to studious education, there are as 

 many whose minds are constitutionally disposed to the studies supplied by 

 it, as there are of others more fitted by inclination and power to pursue 

 literature. The value of the public recognition of science as a leading branch 

 of education may be estimated in a very considerable degree by observation 

 of the results of the education which it has obtained incidentally from those 



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