PROPOSED APPLICATIONS OF SMITHSON's BEQUEST. 883 



I would indicate, as the most appropriate disposal of these 

 funds, the establishment of a Central School of NATURAL 

 SCIENCE in the city of Washington. Let us now examine 

 this proposition in detail. 



The principal of these funds whatever may be the action 

 in the case must be kept untouched; the interest alone is 

 available. 



Each of the different States possesses learned institutions, 

 under the form of colleges, seminaries, or universities, their 

 object being to give instruction to a certain extent in what 

 is regarded as essential to good scholarship. Accordingly, 

 the plan adopted for under-graduate study is arranged under 

 four heads ancient languages, intellectual science, mathe- 

 matics, and the physical sciences. As the course of instruc- 

 tion is commonly arranged prospectively for four years, the 

 pupil spends upon the first of these departments a portion 

 of three or four years; upon the second, one to two years; 

 upon the third, two or three years; and upon the last, one 

 or two years the plan being somewhat different in different 

 places, and ordinarily requiring him to be prosecuting- three 

 out of the four different departments at once. It is probable 

 that with the present views taken in society of the nature 

 of public instruction an institution which should depart to 

 any extent from this programme would not meet with good 

 success. As it must depend almost entirely, especially at 

 the outset, on support of a local character, it cannot dare 

 to control public opinion, but can only work itself into 

 existence by conformity with established customs. 



The organization of a national establishment of this char- 

 acter would, however, be attended with obstacles almost 

 insuperable. Called into existence at once, not as the rival 

 but as the head of all learned seminaries, and backed as it 

 ought to be with the countenance and support of the Govern- 

 ment, it would have to sustain itself against the direct hos- 

 tility of all the State institutions. They would soon begin 

 to learn that it flourished at their expense; and, for such 

 are the feelings of human nature, they would quickly regard 

 it as a chartered monopoly of a vexatious and oppressive 

 kind. 



These considerations, therefore, will show us that in mould- 

 ing the character of Mr. Smithson's Institute we must keep 

 clear of everything which might be regarded as trespassing 

 on the bounds and rights of State Universities. That it may 



fo into operation with the good will of all, it must be free 

 :om the suspicion of interfering with any. It must be so 

 arranged as not to draw from them their pupils, nor to divert 



