TWENTY -NINTH CONGEESS, 1845-1847. 365 



I would say, sir, in reference to this, what I have said of another 

 branch of science, and indeed what may be said of all knowledge, 

 that it is impossible to foresee the great results to which they will 

 lead. I have unbounded faith in the resources of science in all her 

 departments, and I look forward with the expectation of discoveries 

 and improvements far more important and wonderful than anything 

 which has yet been accomplished. The magnetic telegraph is a mar- 

 vel, but it does not mark the extreme boundary of human ingenuity. 



Another leading and important feature in this bill is that it proposes 

 "a professor of common school instruction, with other professors, 

 chiefly of the more useful sciences and arts," and that it contemplates 

 the education of young persons as teachers of common schools. It 

 looks to the education of the people to the increase and diffusion of 

 knowledge among the great mass. Of course this aid to the cause of 

 popular education can only be of the most general kind. No direct 

 application of the means of the Institution to that purpose could be 

 expected. But while this provision is one of high generality, it is, 

 nevertheless, one also of controlling efficiency, calculated to be highly 

 beneficial in its directory influence. If a number of the best teachers, 

 imbued with all the useful science of the age and thoroughly qualified 

 for imparting knowledge to the young mind by the most improved 

 modes, can be sent abroad to all parts of the country, doubtless a 

 great point will have been gained. No business is so imperfectly 

 understood and so badly conducted in some parts of the Union as that 

 of teaching. An institution which will have the effect of improving 

 and elevating the standard of instruction generally will be a great 

 national blessing. 



Does anyone doubt that the scheme proposed in this bill can be 

 made to produce that result? Even though teachers may not be gen- 

 erally furnished for all sections, an immense advantage will be obtained 

 by the diffusion of correct information as to the proper mode of organ- 

 izing schools and the best plans for instruction. The most important 

 kinds of knowledge are too frequently altogether neglected in our 

 primary schools. Let the members of this House look back to their 

 schoolboy days and compare the instruction they received with that 

 which is now dispensed in the best public schools. We were fortunate, 

 sir, very fortunate, if we were taught anything more than words; if 

 physical science constituted any part of our early instruction; if our 

 attention was directed for a moment to the things around us, among 

 which and with which we were bound to accomplish our destiny. 

 Important changes have now taken place, and not among the least 

 important is that of teaching the outlines of physical science at the very 

 earliest period to make the child acquainted with the nature of the 

 ten thousand natural objects around him to give him some idea of the 

 structure of the globe he inhabits and of the system of which this 



