Education; Priestley, Joseph, 1733-1804; Science -- Study and teaching
I am not aware that any one has authority to speak in the name of this
new host. For it must be admitted to be somewhat of a guerilla force,
composed largely of irregulars, each of whom fights pretty much for his
own hand. But the impressions of a full private, who has seen a good
deal of service in the ranks, respecting the present position of
affairs and the conditions of a permanent peace, may not be devoid of
interest; and I do not know that I could make a better use of the
present opportunity than by laying them before you.
* * * * *
From the time that the first suggestion to introduce physical science
into ordinary education was timidly whispered, until now, the advocates
of scientific education have met with opposition of two kinds. On the
one hand, they have been pooh-poohed by the men of business who pride
themselves on being the representatives of practicality; while, on the
other hand, they have been excommunicated by the classical scholars, in
their capacity of Levites in charge of the ark of culture and
monopolists of liberal education.
The practical men believed that the idol whom they worship--rule of
thumb--has been the source of the past prosperity, and will suffice for
the future welfare of the arts and manufactures. They were of opinion
that science is speculative rubbish; that theory and practice have
nothing to do with one another; and that the scientific habit of mind
is an impediment, rather than an aid, in the conduct of ordinary
affairs.
I have used the past tense in speaking of the practical men--for
although they were very formidable thirty years ago, I am not sure that
the pure species has not been extirpated. In fact, so far as mere
argument goes, they have been subjected to such a _feu d'enfer_
that it is a miracle if any have escaped. But I have remarked that your
typical practical man has an unexpected resemblance to one of Milton's
angels. His spiritual wounds, such as are inflicted by logical weapons,
may be as deep as a well and as wide as a church door, but beyond
shedding a few drops of ichor, celestial or otherwise, he is no whit
the worse. So, if any of these opponents be left, I will not waste time
in vain repetition of the demonstrative evidence of the practical value
of science; 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.
Public-domain text, read in full here on John Shaqi.
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