The New York herald. [volume] (New York [N.Y.]) 1840-1920, 1853-02-23

rVeu, which, Wnen developed ana carIieu out as III
the steam engine, the spinning jenny, and cotton
gin, affect the wealth and progress OF empires, as
well as the personal comforts and happiness oil all
succeeding generations. We would ask whether an
individual would be most likely to acquire new and
valuable ideas in gambling room, rum shop, or low
place Of amusement, or in the halls or free know
ledge listening to the enunciaon of the laws OF eter
nal truth, and amused with the surprising expert
ments in demonstration of their value and appca-
ton to useful purposes. Far be it from us to under
value religious teachings. These must be impressed,
ifanywhere, to be of value, in the homes OF youth
and in their respective family churches Far be it
from us to undervalue the just claims of the present
colleges or ofthe United States Military Academy &c.
If what is in them be good-of which there il much
for the few, it is equally good for the many What
we want is knowledge for the million; which
is like manure-to do good, it must be spread Learn
ing like the dews and rains of heaven can only pro-
duce general and abundant harvests when it falls
on all alike, the just and unjust, the ignorant and
wise, poor and rich, great and small. A country
cannot advance permanently in freedom and pros
perity by the exertions of the few. 1t must :" go
ahead If it goes at all, by the united and enlght-
ened labors OF the million. The better the culture of
the masses, the less selfish they become. With the
spread of knowledge, benevolence increases. Every
round gained in its ascent just far elevates man
above savages. The savage gathers nothing from
the past as guide for the future. AS lived and died
his ancestors for thousand years before him. so he
lives and dies. He knows no charity for individuals
beyond his own tribe race and pershes amidst the
chase or revengeful wars Not SO with the man of
knowledge, for civilization is only another for
knowledge. The capacity for its acquisition differs
widely with different nations The good and great
actions of great people not limited to the age
or era in which they flourish. The examples Of exat-
ed patriotism national elevation in science, arts, and
learning-of philosophical selfdenial-of unyelding
probty and patient suffering for the sake Of truth
and the good Of mankind, which we find scattered
through the pages of Grecian and Roman pr0fane
history-are felt in their influence the minds Of
men to the present day two thousand or three thou
rNnd after their The hest tnaf
Of superior intellect is the power of inven-
ton A people who make no discoveries or in
ventions, make no progress. The best mode Of
knowledge free. Republics should act like bees Sc
lecting what is useful and good from all quarters
and rejecting that wchisbad There are often things
to be found under m0narchies which are worth copy
ing, either wholly or partially. Among the most
their polytechnic, or industrial schools Of instruction
supported at the public expense These were visited
the past summer and autumn by DR.. Lyon Playfair,
of England, and described in recent lecture deli
yered by him in London. In speaking of the value
of scientific knowledge in opposition to the abors of
mere blind experience, he states that "a striking
fact illustrating the nefficiency of mere experience
was shown by the trials in the great Exhibition;
for, not withstanding the great antiquity Of water
pumps, and the experience which England has had
in them, it was, on subjectng the most approved
forms to trial. found that from ftyve to eighty per
cent OF their effective power is actually lost-a fact
has proved, and, at the same time, indicated
it's remedy" 1t is to avoid such instances of waste
of power and ingenuity this, by teaching scientific
rules, which would render them impossible, that the
Industrial system of education has been organized
The extent that instruction is wide and diversified
In Prussia no less than twenty-six trade schools are
established in different parts Of the country, re-
cognized branch OF secondary instruction being
subordinate to the central Trade Institute at Berlin,
which is devoted to the special education of the high
er class OF producers, mechanics and engineers,
chemists architects and builders. In Saxony there
are three principal trade schools besides the Poly
technic School of Dresden, which, like the Industr
special training of the highest class of producers.
In Bavaria the number of trade schools is twenty,
Tor one for each town. and no less than three poly
technic colleges, one at Munich, one at Augsburg,
and one Nuremberg In order to convey gene
raj idea Of the nature Of these institutions we give the
following extracts from DR.. Playfars descriptions
1.-THE system Of industrial education in Bavaria dates
effect that they continue to support and to extend it
with great liberaty 1t would be impossibe to give
the details of each college in brief lecture" He
states that it would require union of the three col
leges to make really one polytechnic institute, as
each gives special leaning to certain branches of the
arts. That at Munich chiefly devotes itself to civil
engineers and architects, Augsburg to machinists,
and Nuremberg TO chemists. DR.. Playfair con-
fines himself to the industrial or polytechnic
institution Of Munich He states that-"It is stu
ated in large and commodious building, possesses
admirable collections, especially one Of physical
apparatus, and has modelling and sculpture work
shop in great activity The number Of it's professors
and teachers is Is, and Of pupils 3O7, Of whom SO
are foreigners Its course Of general instruction ex-
tends three years, but engineers take special
fourth years course. The scheme Of instruction is
as follows