94 OBSERVATIONS ON THE DIFFUSION OF 



wide amongst those for whose benefit it has been written, not less 

 than for our own. 



It is a duty we owe to society. We are not isolated beings, but 

 are dependent upon each other for every comfort in life. Hence 

 there are certain duties which we owe to one another. That before 

 us may be deduced from the advantages which we have seen to arise 

 from its proper performance. If from the diffusion of scientific 

 knowledge flows an increase of those things which contribute to the 

 comfort and happiness of all — if the social feelings be improved, and 

 civilization be raised to a higher point than that at which it had 

 previously stood — then it is our duty to extend these advantages by 

 every means within our power. 



Society includes ourselves. The evils which result from ignorance 

 are not confined to those persons with whom they originate, but ra- 

 diate on all sides. Like some pestilential diseases which are engen- 

 dered, or at least, are rendered malignant by a want of cleanliness, 

 they may eventually scourge all classes of society. The Bohemian 

 peasants rose up and murdered some of their nobles at the time the 

 cholera appeared amongst them, under the belief that they had poi- 

 soned the springs of water. What a contrast to the conduct of the 

 inhabitants of this town and of Edinburgh ! who all united to em- 

 ploy the most rational means of prevention ; and so successful were 

 their efforts, that in this place the disease never obtained a footing ; 

 and in Edinburgh, although it broke out several times, it never 

 spread to any great extent. It is a duty, then, we owe to ourselves 

 to check the evils arising from ignorance, and to promote the bless- 

 ings which flow from its removal, but diffusing widely the light of 

 Science. 



III. It now only remains for me to touch upon the means of dif- 

 fusing scientific knowledge, which may be divided into early educa- 

 tion, and the instruction of adults. Education cannot be commenced 

 too early, if it be conducted upon proper principles. To control the 

 passions, and cultivate the best feelings of the heart, — greatly to ex- 

 ercise the memory, and at the same time to refrain horn forcing the 

 reasoning faculties of the infant, — should be the care of those who 

 undertake their instruction. A warm heart and a sound head are 

 alike required, with perfect command of temper, and unflinching 

 firmness of purpose. Parents who can engage the affections, and 

 whilst they excite a curiosity after knowledge, can gratify it in a 

 pleasing manner, are the most natural instructors of childhood. 

 When, however, they are either incompetent to the task, or are en- 

 gaged in manual labour, infant schools are of great value, providing 



