The public character of every public servant is legitimate subject of discussion, and his fitness or unfitness for office may be fairly canvassed by any person.

It is therefore not unreasonable to suppose that some portion of the neglect of science in England, may be attributed to the system of education we pursue.

A powerful attraction exists, therefore, to the promotion of a study and of duties of all others engrossing the time most completely, and which is less benefited than most others by any acquaintance with science.

Perhaps it would be better for science, that all criticism should be avowed.

To those who have chosen the profession of medicine, a knowledge of chemistry, and of some branches of natural history, and, indeed, of several other departments of science, affords useful assistance.

At each increase of knowledge, as well as on the contrivance of every new tool, human labour becomes abridged.

There is, however, another purpose to which academies contribute. When they consist of a limited number of persons, eminent for their knowledge, it becomes an object of ambition to be admitted on their list.

Surely, if knowledge is valuable, it can never be good policy in a country far wealthier than Tuscany, to allow a genius like Mr. Dalton's, to be employed in the drudgery of elementary instruction.

That the state of knowledge in any country will exert a directive influence on the general system of instruction adopted in it, is a principle too obvious to require investigation.

A tool is usually more simple than a machine; it is generally used with the hand, whilst a machine is frequently moved by animal or steam power.

Another mode of accumulating power arises from lifting a weight and then allowing it to fall.