The Sun.
London, England, 1825-07-02 00:00:00

SATURDAY EVENING, JULY 2, 1825.

stivenzorion e'iroruni, übiquisque htibiture, OA :Mere, übi
dis-
putare tit sutitrts." Sottle persons appeared to apprehend that
the-interests of religion must suffer by the diffusion of mere li-
terature, or at least that some doctrinal prefessiOn of faith was
essential to guard against the supposed evil tendency of litera-
ture and science. Their argument was,•in fact, taken from two
exceptions to what, in all reason and experience, must be con.
sidered as a general rule. Ist, That- individuals had been ir.
religious that had been deeply learned. 2d, That we were to
infer -the tendency of literature generally from the actual state
Europe in past times. The first might be •combatted by
stating, that the greatest scientific and literary names were •-en-
eircled with the glory of religion ; and certainly, if we went
hack to the Apostolic age, the -supernatural endowments in
knowledge of languages were given to the Apostles in ordor to
-qualify them fat' a religious work. With regard to the second
objection, it seemed absurd to argue' the tendency of learning
from periods and places where learning was not diffused, and
when it was cloistered up in narrow boundaries. The public •
mind was not then generally.liberalized, and never had a Mo-
narch. said, till George 111., " My' wish is to see every child
.in my kingdom able to -read his Bible."—(hear, hear I)—It
.had been turtnised arkl circulated; that Government were op--
- posed to them ; but who would publicly libel its Members so
far ? Could they oppose plans for."t* more general instruction
of the people, who had. themselves known - the advantages of
education, and who wer*giving it to their sons? Could-they
widi to stop the progreitkof knowlerige;and object to overflow-
-hag Universities being,relittra, an 4 their in ten tiorts'efflictfittid.'
fuller effect ? Could they,' themselves enlightened frieir,.whali'
to prevent knowledge, and rather rule over an ignorant than an,
instructed people, and become thus the sport of faction, instead
of being supported by the power, greater than theif own, of,
enlightened opinion, and lean upon that_ great pillar of State,:
universal ,education ? (Hear I.)—Were it possible to make such'
'Such a Supposition, he should say, fancying for a moment the
existence of such-a monopoly—that was an' aristocratic moon-
poly of knowledge—education could not be stopped in its'
pragrss.—( Hear I)—The people would learn, and must be'
taught; and were all to unite, and say London shall have a
University, it would he a noble, patriotic, and successful reso-
lution.—(Hear, hear!)—.They' had the best pledge of success,
from the parties assembled this day. London Ladies, Senators,
Divines, 31erchants—all classes, indeed," combined for that
purpose. Formerly, only here and there was seen a light in
the hemisphere of literature; -now, a thousand stars emitted
their splendour,—ten thousand lights burned around them with
concentrated effulgence.—( Loud cheers.)—The Reverend Gen-
tleman, in conclusion, called the attention of the Meeting to
the series of Resolutions which had been, prepared in further-.
ancer f their Plan.

. Mr. Joner SMITH, in proposing the first retolution, took an
elaborate view of the great benefits of education, and pointed
out that while within the last century the population of Great
Britain had doubled, the number of their Universities had re-
mained the same. No man felt more strongly than be did the
value of the Colleges of Oxfoyd'and Cambridge, but still the
system- of education in both was too distant and expensive for
the great bulk of the people. It was not every body who could
affo d to pay from 150/. to 2001. a-year for the education of each
of their children ; and at the Universities they must at the least
pay that amount. His chief reason for supporting the London
University was.: that it brought education in all its branches
within the reach of the middling classes of society, and never
befo .e had there ,been di;tplayed so ardent a desire toobtain
kneeeledge. The Hon. Gentleman then pointed out the eVils
evhi:lt hnd always sprung from ignorance, and killed this new
and extensive source of education ass great public blessing, in
the veltreof which he was delighted.' to have the concurrence of
this toe largest meeting he had ever attended.—( Hear !)
Mr. Bnononeet, who entered the room as Mr. •Sniith sat
down, was loudly called for,-and received with reiterated cheers.
He said, that being enrolled a citizen of LOndon, it always 'gave
him the greatest pleasure to attend their meetings; and on no
former occasion had he ever Met them, in which his heart so
fully entered into the business they were engaged in promoting,
vs it did on this occasion.—(Applause.)—And he felt thorough;
ly persuaded, that there was no man who Valued the best inte-
rests of his -kind, who was not a tiem advocate for the diffusion
of education among all classes of his fellow ionntrymen (Hear!)
amongst those active classes (the most vimluable, taking their
numbers and occupation) who formed the most important
branches of society, and whoought on that account to haveplac-
ed within their reach the blessings of a scientific and literary
education--without, which, in the mind of every rational being
lichee were but as dross, rank but an empty bauble, and !Sower,
(that poiver which was only made for the happiness,) used for
the injury of mankind.—( H ear ) —The statements which had,
he understood, been made by his Learned Friend (Mr. Cox),
and by his Hon. Friend who spoke second, so fully developed
the great object which they had all in view, that he could not,
inconveniently crowded as the company were, and in the pre-
s nt state of the weather, travel over the subject again at any
length. He would merely state,, that the formation and spread
of the Merchanics' Societies throughout the country, led inevi-
tably to this consequence—that the labouring classes must ace
quire that degree of knowledge in the arts and sciences, which
would call for additional means of general instruction for all the
otheteclasses of the community. There was this necessary con-
s( quence—that the respectable tradesman who employed others
in subordinate situations, could not look on and see them dis-
playing acquirements which he had not enjoyed, but most loOk
cut and call for better and nearer means of education for his
_children than he had himself the good fortune of possessing.
Virtue and knowledge were the great attrilintes of distinction,
and what else deserved the name ? —( Hear !) It had, therefore,
appeared to the-gentlemen who had co-operated to promote the
foundation of a London University—and among whom were
many distinguished statesmen, merchants, divines, and poets—
that the time had arriVed when they ought to bring the means
of instruction in the arts and sciences more within the reach of
the bulk of the community than they had hitherto been. Many
worthy and learned persons, of every denomination, were found,
when inquiry had been made, to have been simultaneously en-
g tged in the pursuit of the same objeci. Then what was to be
done ? Why, they had at once, like good and sensible persons,
joined together—churchmen and.dissenters, lawyers and mer-
chants, tradesmen and all—to promote the common cattle of
useful knowledge, without theological controversy.—(Hearl )
Was not this what they ought to have done? Sir Humphrey •
Davy was a churchman, Dr. Birkbeck was a dissenter; but
could they not combine to teach the properties and practical
uses of acids and alkali, without first qualifying upon points of
faith, or sending for a Bishop to decide upon the merits of ortho-
doxy ?—( Laugh terand applause).—Let theology be taught in the
seminaries especially provided for its study ; but above all let,
it be known, that when the London University declined com-
prehending that branch of study within the sphere of its course
of instruction`, it was not from any indifference to its deep and
sacred importance, its inseparable connection with human hap-
piness, and its powerful influence upon the destiny of mankind
—(Hear, hear !) ;-but .from a' deep conviction that it was
quite consistent to elapse-a knowledge of the arts and sciences
among every denominatepti of Christians, without ingniring
into, or probing the specific foundation of their separate modes
of belief.— (Hear, hear !)—Already there were abundant means
elsewhere for thatbrancli or instruction, great and important as
by all it must be edtnitted; to be, without mixing it up with
their plan of specific instruction.—(Applause.)—He was glad
to find that the meeting went with him in this opinion, and'
that they approved of not requiring ,particular profeesionS of
faith as a preliMinery form foe adenbution into the new Univer-
sity.—(llear, hear !)—lle hati"stiongly recommended them to
Abstain from requiring such professions. and this part of their
plan was intended to be rigidly entbrced. The Board of Di.
rectors were, by a fundamental law of their incorporatione
bound to see that no professor ventured to inculcate among
the students any particular dogma of religious belief, or any
doctrine inconsistent with his duty to God and to the State.—:
Hear, hear !).—Their great object, as they had already heard;
was to leave it open to the inhabitants of London, Westminster,
and Southwail, to obtain a Comprehensive system of education
in all the useful arts, without having to send their children to a
distance, at a critical periorof their lives; and at an expence
of OM. of 3001. a .year 'her each. Front the late establishment
. of Mechanics' Societies, this advantage stas accessible to the
humblerclaksesa were the middling ranks to be left without
it? This was.the plain- qiiestien.—(llear, hear!)-Wad
' the working mechanic to be a ecientitie man, and the Master,
not,?' fact,— thee Mechanics' Institutions were Only
adapted to that:partientar class, for the instruction of which
they were established ;. it was given over hours; at re
suitable time for the "nen, but not equally so for the times
ters: • and therefore the latter were deepts, interested in
the new plan. had hitherto applied hie obeere'ratioris to tied
condition of those peOple who had not the means of-paying on
the existing plan, for the education of their children at one of
the two: neat Universities rebitt-there were others who, wittrthe
means of paving, disliked sending their children to a elistancq
(rpm home, and who would rather preferhaving- them in-hours