Article #20 - Better promote Association if focus on Science?

Would not the objects of this Association be more effectually promoted by confining the subjects of its Lectures, Essays, discussions &c. strictly to Science? As this question naturally leads to an investigation of the principles of education, and to the best means for promoting it, and as a knowledge of those principles, and means are necessary to enable us to advance towards this object, this question will ever be as important as the end to be arrived at. Trusting therefore

that it will receive the consideration of the more experienced, and reflecting portion of our members, the present remarks will be merely what have been suggested by what has already been said on the subject. From what we know of the comparative results in Associations similar to our

own, between following a systematic course of investigation of scientific subjects; and discussion, and debates on popular and agitating subjects, such as have been spoken of; let us for a moment take a view of the two courses and trace out the comparative benefits to be derived from each – Suppose for instance it is agreed to introduce and examine the latter class of subjects – and suppose for illustration that the question Is Slavery a Sin? be proposed for debate, some one perhaps declares the self evident truth that all men are created free and equal, having an inalienable right to Liberty, and for one to deprive another of that liberty is a sin; that the eternal laws of equity forbid that man should hold property in man, and to violate that law is a sin.

 – Some one on the opposite side perhaps denies the sinfulness of it, declares a law that connects the lowest and the highest order of animals, reasons according to the great law of progress that gives to mind the ascendcy [sic] and power, appeals to the highest athority [sic] in justification of it &c. What benefits can possibly follow such discussions, in which but few are interested, and which from their very nature but little advance in knowledge or improvement in any way can be made. But suppose, on the other hand it is agreed to study some subject of science, that each should persue [sic] the same subject as time and opportunities should permit, and submit to each meeting the results of their investigation, reflections, and inquiries; by their comparing and associating together such facts as each may have acquired, thoughts that have been suggested and

opinions formed, the most effective operations of the mind in acquiring knowledge is caused. I remember the advice of a worthy school-teacher whose acquisitions in knowledge made him a reliable instructor in the art of acquiring it; says He – if you wish to make any considerable advance in knowledge, persue a systematic course, take up some one subject learn it then another, and so on and not pass from one thing to another without understanding any thing and not be continually engrossed in the debating of some profitless question. Associated together as we are for the purpose of promoting knowledge and improvement, however little progress we may make, I am influenced to believe that our object will be better attained by investigating literary and scientific subjects; because I see that similar Associations persueing this course have made the greatest advance, it is adopted by all permanent institutions of learning; and those persueing

any other course have been of short continuence [sic]; the reasons for this it is unnecessary to repeat here, but that the members of this Association are similar in their nature to those that compose others and that the same cause will produce the same effect is reasonable to suppose. Does this view of the question exhibit truth with regard to the comparative benefits to be derived from persueing the two courses named; if so the inference drawn as to the meaning of a former essay on this question namely, that it is improper to introduce the subject of slavery, a meaning not intended but which the language seemed to imply, cannot be avoided; for it is proper to make use of the most effective means for promoting the greatest good, and improper to use those of less efficient means, just as it would be improper to make use of such books in our common schools as were not best calculated to give instruction.

[The writer goes on to say that, while he admits the necessity of trying to rid the world of such evils as slavery, intemperance, and war, he thinks this would best be accomplished by learning what it is in man’s nature that causes these things to persist. He feels that the conditions of the body influence the mental and moral outlook of the mind. He argues from analogy but gives no concrete examples.]

How important that knowledge which teaches us how we may promote truth and happiness by promoting health.                                   F. D. (Frank or Fenelon Darlington, probably)