Report on a Course of Liberal Education. 31 1 



standing the laws of the decomposition of forces ; the car- 

 penter may square his frame-work, without a knowledge of 

 Euchd's Elements; the dyer may set his colors, without be- 

 ing indoctrinated in the principles of chemistry. But the 

 labors of such an one, are confined to the narrow path mark- 

 ed out to him by others. He needs the constant superin- 

 tendence of men of more enlarged and scientific informa- 

 tion. If he ventures beyond his prescribed rule, he works at 

 random, with no established principles to guide him. By 

 long continued practice, he may have attained a good de- 

 gree of manual dexterity. But the arranging of plans of 

 business, the new combinations of mechanical processes, the 

 discoveries and improvements in the arts, must generally 

 come from minds more highly and systematically cultivated. 

 There is a fertility in scientific principles, of which the mere 

 artist has no apprehension. A single general law may in- 

 clude a thousand or ten thousand particular cases ; each one 

 of which is as difficult to be learned or remembered, as the 

 law which explains them all. Men of mere practical detail 

 are wanted, in considerable numbers, to fill the subordinate 

 places in mechanical establishments; but the higher stations 

 require enlightened and comprehensive views. 



We are far from believing that theory alone, should be 

 taught in a college. It cannot be effectually taught, except 

 in connection with practical illustrations. These are neces- 

 sary in exciting an interest in theoretical instructions ; and 

 especially important in showing the application of principleso 

 It is our aim therefore, while engaged in scientific investiga- 

 tions, to blend with them, as far as possible, practical illus- 

 trations and experiments. Of what use are all the sublime 

 discoveries which have immortalized the names of Newton, 

 Archimedes, and others ; if the principles which they have 

 unfolded, are never to be taught to those who can reduce 

 them to practice 1 Why do we bestow such exalted encomi- 

 ums on inventive genius, if the results of original investiga- 

 tions, are to be confined to a few scientific men, and not dif- 

 fused among those who are engaged in the active duties of 

 life ? To bring down the principles of science to their prac- 

 tical application by the laboring classes, is the office of men 

 of superior education. It is the separation of theory and 

 practice, which has brought reproach upon both. Their 

 union alone can elevate them to their true dignity and value. 

 The man of science is often disposed to assume an air of 



