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 generous, intelligent culture to practical pursuits—­the whole to be based on exact science.  When we look into this community, and see the vast demand for talent in its manufactures, and see how many thousands there are who would gladly be ‘liberally educated’ men, if the education could only be allied to practically useful knowledge, we at once feel that the time has come for the establishment of such institutes.  The demand exists on every side; the supply must come, and that speedily.  England, France, and Germany are rapidly improving their manufactures by scientifically educating their master-workmen—­the Conservatoire des Arts, and Ecole Centrale, of Paris, the art-schools of the British capital and provinces, the many museums devoted to scientic collection, are all keeping up their factories—­shall we be behind them?  Let Capital consult its interests, and answer.

We have been induced to put the query, from a perusal of two pamphlets, both directly bearing on this subject.  The first is the Ninth Annual Announcement of the Polytechnic College of the State of Pennsylvania, Session 1861-1862, and Catalogue of the Officers and Students; while the second sets forth the Objects and Plan of an Institute of Technology, including a Society of Arts, a Museum of Arts, and a School of Industrial Science, proposed to be established in Boston.’[C] This latter, it may be added, was prepared by direction of the Committee of Associated Institutions of Science and Arts, and is addressed to ’manufacturers, merchants, agriculturists, and other friends of enlightened industry in the commonwealth.’