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    their obstruction of the moral science , which they effect by refusing a connected view of the works of Plato , Philo , and St . Paul , to the students of classical and theological learning . These men , by obstructing knowledge , betray religion to the fanatic , who mig + it be reclaimed by science ; to the bigot , who might be softened by learning ; and ultimately to the sceptic , who would not have rejected religion , had it not been set in opposition to sound philosophy and a sound learning .

    Yes ! I repeat it , considering the small knowledge of natural science yet diffused amongst the educated portion of the community , it is not a matter for regret that the progress in physics of the audiences to be found in small country towns must of necessity be very gradual ; since this slowness of progression will enable the teacher to keep in advance of his pupil . Small

    thanks are due to heads of houses that there is as much sense as humour in the following conversation in Mr . Bulwer ' s work ' England and the English . ' Mutatis mutandis , it will apply to the teaching of natural philosophy . ' Italian ! Why , I thought , when 1 last saw yoir , that you told me Italian was the very language you knew nothing about ?

    ' Nor did I , sir ; but directly I had procured scholars , I began to teach myself . I bought a dictionary ; I learnt that lesson in the morning which I taught my pupils at noon . I found I was more familiar and explanatory , thus fresh from knowing littley than if I had been con-fused and over-deep by knowing much . I am a most popular teacher , sir ;—and my whole art consists in being just one lesson in advance of my scholars . *

    Without presuming to put myself on a par with this popular teacher , either in knowledge of natural philosophy or in ability to teach it , I would propose the following method of physical discipline for such audiences as are generally to be found in small country towns . After the evening reading is ended , I would draw the attention of my audience to a few simple

    experiments , all tending to establish the same principle . I would use the least possible parade of philosophical instruments and as little as possible of scientific phraseology ; and , after explaining as simply as possible the principle , establish it by experiments . I would show that many ordinary phenomena are referable to it , being only modified exemplifications of the same principle . If I sent away my audience with a few striking

    experiments , a few simple explanations , and a number of ordinary phenomena , I should consider this a sufficiently satisfactory close ot my evening readings . I should consider the audience I had addressed in a way to make u sounder , though apparently a ** uld correct the one , ami the sound learning which would correct the other . It m naaaifeat , in the case of Oxford , that the fault is not in the prufeasora , and » tiU lea * ¦* the undergraduates ; but the suffering inflicted on professors and undergraduates talUitiil more heavily , in the shape of ignorance , fanaticism , and bigotry , on the people )

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    The Diffusion of Knowledge amongst the People . 27 S

• Citation
  • Monthly Repository (1806-1838) and Unitarian Chronicle (1832-1833), April 2, 1834, page 275, in the Nineteenth-Century Serials Edition (2008; 2018) ncse.ac.uk/periodicals/mruc/issues/vm2-ncseproduct2632/page/43/