EDUCATE LABOR AND SET KNOWLEDGE AT WORK. 



There has ever been a prevailing idea among mechanics that sci- 

 ence, its numerous pursuits and studies, are not in their power of 

 comprehension. They seem to possess an inherent prejudice against 

 approaching the dignity of the scientific man. Truly, the two are 

 separated widely, by a foolish assumption on the part of the former, 

 and an innate sense of importance on the j)art of the latter. Yet, 

 on the other hand, they are closely connected by the great object 

 which they are both striving to gain. It is evident to all that this 

 should not be. The man of science must credit the mechanic with 

 that which is his just due, and in return the mechanic must acknowl- 

 edge the power of the scientific man. But both must be alienated — 

 transferred. The mechanic must go to the study, and the student to 

 the workshop. In this manner, we would 'educate labor and set 

 knowledge at work.' They will then be no longer separated. The- 

 oretical principles will be changed to axioms, and practical workings 

 will then be thoroughly understood, as interwoven with the compli- 

 cated, yet plain, truths of science. The workman, in educating la- 

 bor, will find — as every one does — that knowledge is easily acquired 

 and readily possessed, and that its only legitimate aim is usefulness. 

 The scientific man, however, must aid to accomplish this much de- 

 sired result, by throwing off the imperious cloak of dignity in which 

 he is wrapped. He will learn then that he is indebted, and largely, 

 too, to the mechanic, for the triumphant results of his theoretical 

 principles, and that if they were more closely connected in the ev- 

 ery day transactions of their professions, they would be deserving 

 of great merit, and their success prove to be of the utmost utility to 

 mankind. When the scientific man had set knowledge at work, the 

 results of all new theories could be established at once, before the 

 mechanic had commenced to work out in practice the supposition 

 laid before him. And thus it is on the other hand — the mechanic 

 would at once determine the probable result and utility of the al- 

 ledged theorem presented for his consideration. Would not these 

 results be of value to mankind, and the progression of science be 

 greatly aided? When this is accomplished, we shall look in vain for 

 alledged inventions of 'perpetual motion,' and the mechanic arts 



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