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Page:Popular Science Monthly Volume 18.djvu/173

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but, knowing that a parable will sometimes penetrate where syllogisms fail to effect an entrance, I will offer a story for their consideration.

Once upon a time, a boy, with nothing to depend upon but his own vigorous nature, was thrown into the thick of the struggle for existence in the midst of a great manufacturing population. He seems to have had a hard fight, inasmuch as, by the time he was thirty years of age, his total disposable funds amounted to twenty pounds. Nevertheless, middle life found him giving proof of his comprehension of the practical problems he had been roughly called upon to solve, by a career of remarkable prosperity. Finally, having reached old age with its well-earned surroundings of "honor, troops of friends," the hero of my story bethought himself of those who were making a like start in life, and how he could stretch out a helping hand to them. After long and anxious reflection this successful practical man of business could devise nothing better than to provide them with the means of obtaining "sound, extensive, and practical scientific knowledge." And he devoted a large part of his wealth, and five years of incessant work, to this end. I need not point the moral of a tale which, as the solid and spacious fabric of the Scientific College assures us, is no fable, nor can anything which I could say intensify the force of this practical answer to practical objections.

We may take it for granted then, that, in the opinion of those best qualified to judge, the diffusion of thorough scientific education is an absolutely essential condition of industrial progress, and that the college opened to-day will confer an inestimable boon upon those whose livelihood is to be gained by. the practice of the arts and manufactures of the district. The only question worth discussion is, whether the conditions, under which the work of the college is to be carried out, are such as to give it the best possible chance of achieving permanent success.

Sir Josiah Mason, without doubt most wisely, has left very large freedom of action to the trustees, to whom he proposes ultimately to commit the administration of the college, so that they may be able to adjust its arrangements in accordance with the changing conditions of the future. But, with respect to three points, he has laid most explicit injunctions upon both administrators and teachers. Party politics are forbidden to enter into the minds of either, so far as the work of the college is concerned; theology is as sternly banished from its precincts; and, finally, it is especially declared that the college shall make no provision for "mere literary instruction and education."

It does not concern me at present to dwell upon the first two injunctions any longer than may be needful to express my full conviction of their wisdom. But the third prohibition brings us face to face with those other opponents of scientific education who are by no means in the moribund condition of the practical man, but alive, alert, and formidable. It is not impossible that we shall hear this express