SECRETARY'S REPORT. 169 



But before I enter upon the subject of my discourse, allow 

 me to make a few rambling remarks concerning our scientific 

 wants, or the wants of the community witli reference to scien- 

 tific matters. A few centuries ago, there were no schools in 

 the OM World, In Europe, the mass of the people were 

 deprived of education. What was then called education was 

 the privilege of the few who had better advantages in society, 

 and was chiefly of a religious character. What changes have 

 taken place in that respect, especially on this continent! Here, 

 in these United States, public education is one of the objects for 

 which public munificence knows no limits. In the State of 

 Massachusetts alone, there is spent annually for public educa- 

 tion at least a million and a half of dollars ; and for the moral 

 education of the community, I take it the amount expended is 

 quite as large. And yet, what do these two objects cover, of 

 the matters of interest in which the community is concerned ? 

 The knowledge of our God and our relations to Him, and the 

 knowledge of the concerns of man, as far as dealing with that 

 which man can produce by his mind, acting with reference to 

 himself. What is done for the promotion of a knowledge of 

 nature? Hardly anything. A few years ago, by an act of 

 unexpected liberality, the legislature of the State granted 

 $100,000 for a Museum at Cambridge. It was au evidence 

 of such unheard of progress in these matters, that the fact 

 has been echoed all over the civilized world. Europe recog- 

 nized that we were making a stride beyond her, because we had 

 done that. Now, allow me to tell you what is the impression I 

 have about this matter. I say it is a good beginning, but a very 

 small beginning. It is hardly worth while to speak of it, if we 

 look at what ought to be done, and what I hope may be done 

 very soon. Do not think, while I speak so, that I am not truly 

 grateful for what has been done, and do not fully appreciate the 

 high-mindedness with which that first step has been taken. 

 But why should there be less done towards teaching men what 

 nature is than there is done towards teaching man what God 

 has done for mankind? Why should there be less done for the 

 knowledge of nature than is done in our schools to prepare men 

 to appreciate the works of the human mind ? I hope the time 

 will come when the State of Massachusetts will spend annually 

 a milliou and a half of dollars for objects connected with the 



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