That the state of knowledge in any country will exert a directive influence on the general system of instruction adopted in it, is a principle too obvious to require investigation.

Propose to an Englishman any principle, or any instrument, however admirable, and you will observe that the whole effort of the English mind is directed to find a difficulty, a defect, or an impossibility in it. If you speak to him of a machine for peeling a potato, he will pronounce it impossible: if you peel a potato with it before his eyes, he will declare it useless, because it will not slice a pineapple.

It can happen to but few philosophers, and but at distant intervals, to snatch a science, like Dalton, from the chaos of indefinite combination, and binding it in the chains of number, to exalt it to rank amongst the exact. Triumphs like these are necessarily 'few and far between.'

Surely, if knowledge is valuable, it can never be good policy in a country far wealthier than Tuscany, to allow a genius like Mr. Dalton's, to be employed in the drudgery of elementary instruction.

The half minute which we daily devote to the winding-up of our watches is an exertion of labour almost insensible; yet, by the aid of a few wheels, its effect is spread over the whole twenty-four hours.

Forging differs from hoaxing, inasmuch as in the later the deceit is intended to last for a time, and then be discovered, to the ridicule of those who have credited it; whereas the forger is one who, wishing to acquire a reputation for science, records observations which he has never made.

In mathematical science, more than in all others, it happens that truths which are at one period the most abstract, and apparently the most remote from all useful application, become in the next age the bases of profound physical inquiries, and in the succeeding one, perhaps, by proper simplification and reduction to tables, furnish their ready and daily aid to the artist and the sailor.