ocated by
Milton and Locke, and generally employed at the Revival of Letters, and
during the days when Europe boasted its greatest classic scholars, is
prohibited. 'A college education' suggests the employment of the best
years of life in studies of little practical use in themselves, and
seldom revived, save for pleasure, after graduation. And even where such
studies are exceptionally practical; nay, where science and a free
choice of languages and literature are left to the somewhat advanced
student, we still find the shadow of the past--of the old, formal, and
rapidly growing obsolete literature--overawing the more enlightened
effort. Deny it as we may, the University is still a feudal institution.
Within the memory of man, there existed in England positively no school
where the would-be engineer or manufacturer could be fitted for his
career and at the same time be 'well educated.' George Stephenson was
obliged to send his son to an 'University,' where some scraps of
practical science--scanty scraps they were--most insufficiently repaid
the expense of education.

The great want of the age is the Polytechnic School, or more correctly
speaking, of the Technological Institute, in which the labors of the
Society of Arts, aided by the Museum and Library, may serve the two-fold
object of informing the public on all matters of science and industry
and of aiding the School of Industrial Science. Developed on its largest
scale, such an institute should be devoted to the acquisition and
dissemination of all knowledge, but under strictly scientific guidance
and influences. Literature should there be taught historically, in close
connection with mental philosophy, a system which, it may be observed,
results in interesting the pupil more in details than the old plan
devoted to a few mere details ever did. Art should there be taught, not
in rhapsodies over Raphael, Turner, and the favorite fancies of an
individual, but according to its unfoldings in human culture, based on
architecture as an illustrative medium. 'The lines of connection'
between these and the exact sciences should be ever kept in sight, so
that the student may never forget 'the countless connecting threads
woven into one indissoluble texture, forming that ever-enlarging web
which is the blended product of the world's scientific and industrial
activity.'

The great aim of such an institute should be the aiding of industrial
progress, and the application of gener