Part 3

Mathematics, magic, and witchcraft, were formerly denounced by superstition as synonymous terms, and the mathematical student has been often punished as a conjuror! Astronomy and Astrology were also considered one and the same thing. Such were the fantasies and delusions which superstition could raise in the minds of men, and such has been the wickedness of priests, who could always perceive and even acknowledge that human reason was inimical to their views, and whoever possessed or practised it ought to be destroyed as the enemy not only of themselves but of their God too! As Philosophy has left us no doubt that their interest was and still is their God, they have so far acted consistently, but it is now high time that Philosophy should triumph over Priestcraft. It is now evident that Philosophy has sufficient strength on her side for that purpose, as her supporters are now more numerous than the supporters of Priestcraft. Let Men of Science stand forward and shew the remaining dupes of Priestcraft, that the Mathematics are nothing more than a simple but important science, and that Astronomy has no affinity to that bugbear called Astrology.

The Priests and Judges of the present day are men of the same disposition as the Priests and Judges of the seventeenth century, who imprisoned Galileo for asserting the sphericity of the earth, and its revolution round the sun, contrary to the tenets of the Holy Bible, and who burnt old women as witches because they might have had the misfortune to be old, ugly, or deformed. Such is the power and progress of truth, that those very men are brought to confess that Galileo asserted nothing more than an important philosophical fact. On this point I will briefly notice the misgivings of one of our living judges. Mr. Justice Best in his judicial circuit through the northern district, at the late Lent assizes for Cumberland, on a trial for libel, made the following assertion, after attempting to contrast the state of freedom in this country at this time, with what existed at Rome when Galileo was imprisoned in the Inquisition, for stating "a great philosophical truth," his Judgeship observed: "now in this country any philosophical truth, or opinion, might be stated and supported without its being considered libellous."

This is a most glaring and a most abominable falsehood, when the quarter from which it came is considered.

Mr. Justice Best in the month of November 1819, sat as a judge in the Court of King's Bench, and advised the sending me to the gaol of Dorchester for three years and the imposing a fine upon me of fifteen hundred pounds for stating and supporting a great philosophical truth. Not content with the imposition of this enormous fine and tremendous imprisonment, he also immediately sanctioned the issuing of a writ of _levari facias_, on the very same day, by which my business and my property was destroyed, and by which: cause I am at present deprived of all visible means of making up that fine. Yet, Mr. Justice Best, had the effrontery to say from the bench, which should ever be sacred to truth and justice, that no philosophical truth stated and supported in this country, would be considered libelous! I do aver, and I challenge any Man of Science to contradict me publicly, if he dares, that the two volumes, for the publication of which I am now suffering imprisonment, and for which I have been so excessively fined and robbed, contain nothing more than philosophical truths, as plain, as, simple and as important, as those for which Galileo was imprisoned by the Christian Inquisition, about two hundred years since. I appeal to Mr. Justice Best himself--he knows the truth of what I now write--yet he has had the effrontery, in contempt of the good sense and discernment of the whole country, to put forth this vile falsehood--still more vile, because he himself partook in the order for my punishment, Galileo was told in the seventeenth century by the Magnificent Inquisitor General that, his astronomical ideas were not in unison with the Holy Scriptures, and that he must not promulgate them. Mr Justice Best told me in November 1819, that he would not sit on the bench as a judge and hear a particle of the Bible called in question. Then where is the difference in the conduct of those two Magnificent Inquisitors General, and between my case and that of Galileo? The Judges who condemned Galileo were quite mild and humane when compared with mine, they did not rob him of all his property and fix a fine with a hope that he would never be able to pay it: they merely, in addition to his imprisonment, ordered him to repeat, aloud the seven penitential psalms once a week! Canst thou Mr. Justice Best read this statement and these observations, and again take thy seat as a judge in a Court of law or what ought to be a Court of Justice? Blush! Best! blush! Every Man of Science--every lover of great philosophical truths, will proclaim thee a liar for thy assertion on the bench at Carlisle in Cumberland. The very name of the place might have reminded thee of the grossness of that assertion!

Neither will it become me here to lay down the elements of Astronomy, my appeal is to the Astronomer, and I have merely to remind him, that, if he supports the dogmas of the Priest, or the astronomical blunders of any holy book, he is a corrupt and wicked hypocrite, and a disgrace to the science which he studies, practises, or teaches. Science and truth ought to be synonymous terms, and neither the one or the other ought, upon any consideration whatever, to pay the least respect or deference to established error. To those same persons whom I have given a reference for the elements of Chemistry, I would also refer to other works for the elements of Astronomy. They are now published in a variety of shapes and forms, and I am much pleased to see that a number of gentlemen are giving lectures on Astronomy in all our towns and cities of any note. Such men are worthy of support in preference to the Priest, and although they may jointly, from fear, or other motives, attempt to mix up religious dogmas with their scientific lectures, I know that it must tend to a due enlightenment of the public mind. An Eidouranion or Orrery to have been displayed a few centuries ago would have gathered a pile of faggots for the lecturer, and he would have been burnt as a daring blasphemer, and his machine with him, as the devil's workmanship. Such is the rapid progress of natural knowledge, that I almost doubt whether the person, that shall now stand forward and publish Thomas Paine's Age of Reason, and Elihu Palmer's Principles of Nature, in the same open and determined manner as I published them, would find even imprisonment for it, let him do it openly and I will commend him, and be almost answerable for him in point of loss or suffering.

It is not a sufficient excuse for Men of Science to plead established institutions, or to say that Priestcraft is powerful because six millions of money is wrung from the people in the shape of direct taxes to support it, and about as much more levied in the shape of voluntary contributions upon that class of people called Dissenters. Shew the people that they are imposed upon, and they will no longer be robbed and laughed at, they will soon perceive that the money which this Priestcraft takes from their pockets would be sufficient for a splendid execution and administration of the laws and government of the country. Abolish Priestcraft, and the expense which now attends it will cover all the other necessary expences of the state. This twelve millions of money is spent for the very worst of purposes, for it does not civilize society, but rather brutalizes it, by setting its members one against the other, upon different points of belief, all of which are proved to be erroneous and to have no foundation in Nature.

The Man of Science ought not to look at, or respect, any thing but the discovery and propagation of truth. Instead of respecting mischievous and erroneous establishments, he, of all men, is bound, by every honourable tie, to make an exposure of them, and to teach the people right from wrong. His knowledge and discoveries should be like the benefits of Nature dispensed alike to all without price or reward. He ought to be the patron of truth, and the enemy of error, in whatever shape it might appear, or whatever effect it might produce. Like Nature herself, he should be no respecter of persons or of things individually but collectively.

I have now gone through the first head of this Address, and I trust that I have performed what I promised under it. I have shewn that Men of Science, either from having their minds tinged with superstition, or from the fear of offending those who might labour under that malady, have deprived society of many of those benefits which it was their bounden duty to have conferred upon it. They have withheld from the public the most important discoveries, because, as the Christian Inquisition said to Galileo, such discoveries, or such doctrines, were contrary to those of the Holy Bible. Shame upon such dastardly principles, say I--they are a disgrace to mankind, which assumes a superiority over all other animals. We had better never have possessed the gift of speech, and its consequent reason, if we are only to use it for the propagation of falsehood, and the production of misery, to the majority of the species. I have broken through the trammels of Priestcraft publicly, I bid defiance to all the persecution it can inflict upon me, and I now call upon the Men of Science in this island to stand forward and support me. However it might affect the momentary interest of individuals, ought not to be a question, it is certain that superstition would not linger another year, if the Philosophers of the country would stand forward and make war upon it: they would then find that the extortions of the Priesthood would be willingly given for the erection of Temples of Science, and the support of competent professors in the Arts and Sciences; and that a mutual instruction in every thing that can benefit a society would be the first and last object in view, both individually and generally.

I come now to the second head of my address, in which I have undertaken to shew, that, all existing systems of education are imperfect and improper, and further, to give a sketch of a system that shall be more proper. In the first place I would remark that, in all the schools of this country, or with scarce an exception worthy of mention, the youth are subjected to a certain system of religious study and exercise. They have to attend certain ceremonies called public worship or prayers--they have to get those prayers by heart, and also a catechism of religious belief, or I should rather say religious dogmas, as there can be no real belief where there is no comprehension of the object in contemplation or discussion; however, altogether, about these religious ceremonies, one half of the time of youth is wasted; for the lessons in reading, lessons in grammar, copies for writing, and even those lessons in which foreign languages are taught, have their subject matter founded upon religious dogmas, either ancient or modern. Here and there a moral precept is thrown in, but the dogmas of religion have a decided preponderance, and more than half of the time of youth is wasted upon them. It is evident that these religious dogmas make not the least impression upon the minds of youth, further than to stupify them by so dull and so constant a repetition, and the reason of this is, that these religious dogmas have no foundation whatever in Nature. They neither instruct, amuse, interest, or delight, because the youthful mind has no comprehension of their object, and can perceive no real utility arising from them. They are viewed but as a matter of school discipline, and the youth returns to them with a loathing. Still they are continually pressed upon him as long as he remains under parent or tutor, and he grows up with a mind soured by an habitual distaste of that which he is told to venerate. If you were to instruct a child in the elements of Chemistry, you would find that it would be constantly amusing itself with such simple chemical experiments as its childhood could practise and comprehend: it would feel an interest in all the little experiments it could make, and that interest would lead on to a self-importance, to industry, to a knowledge and due comprehension of the value of time, about which children think so little, or rather think nothing at all, under the present system of education. They are exhorted to set a value on their time by written precepts, but they have no inducements to that object, owing to their system of education being one dreary monotony. No part of it is calculated to kindle the fire of genius, or to cherish the aspiring spirit of youth. It is from such a system of education that true genius has become so very scarce, and is so seldom seen: it blunts and stupifies the mind, and obscures that radiance to which the system I now propose would have given energy and opportunity to display itself. Many of Nature's Nobles have passed through life unknown and unheeded entirely from the influence of a superstitious and genius-destroying education!

From the evident disposition of children to imitate all the actions of grown persons, from their little scientific propensities to produce in miniature what they see in magnitude, from the delight which they feel, and the deep interest which they take in all their little works and playful amusements, it is certain that nothing more is required to put them in the channel of correct ideas than to give them such instruction, and to bend their minds to such objects as shall at once employ, amuse, and delight, and at the same time form a playful and healthful exercise for them; whilst it is calculated to expand their minds in the knowledge and comprehension of those objects which are above all things conducive to the interests of society, and which relate to the progressive improvement and advancing state of the Arts and Sciences.

The objects to which I allude, are chemical experiments, and experiments in every other branch of Natural Philosophy: and a study of Natural History by observation and examination of natural subjects. I need not enumerate the various branches of Natural History, suffice it to say, that I would have a system of education that should embrace the whole successively; and here a wide field would be open for the conversion of priests to professors in the various departments of this science; and this science alone is so far infinite as to make the life of man a continual system of education and research. Independent of the foregoing sciences there are Geography, Astronomy, Mechanics, and all the lesser branches which are commonly and necessarily taught to youth in the present system of education. This I consider would be a natural and proper system for the education of youth, and this system has all the degrees which are as well adapted to the comprehension of infants or children of three and four years old, as to the most mature age and knowledge.

The beauty of scientific pursuits is, that there is always a novelty in them--that discoveries in them will ever be infinite, and that the further you proceed the more you see before you, and the more ardour you feel in those pursuits. It is the best of all amusement and pastime, because, it produces universal advantage and universal satisfaction, whilst it neither fatigues the follower nor injures his neighbour. Other amusements and pastimes are apt to occasion individual injury and even misery, but this cannot. The sportsmen cannot hunt or shoot, without damaging the cultivated property of others, and whilst in the pursuit of his game his mind allows no obstacles to be just. With the Man of Science the case is different, his amusements and experiments are made within a narrow sphere, and the result is calculated to benefit all without injury to any.

Chemistry I deem to be the foundation of all other science, and in a manner pf speaking to comprise all other branches of science. As matter and motion comprise everything we can behold or conceive, and as Chemistry is an investigation of the properties of matter, with the causes and effects of its various combinations, it is evidently the most important part of science, or rather, the first and last part of it. The cultivation of the earth--the cookery of our food--its quantity and quality, and every thing connected with feeding the body--the preservation of our health, and the very preparation of our clothing, may be said to be comprised in the terms chemical analysis and composition. There is no one part of the Arts and Sciences, but to which Chemistry has relation, and even the most important relation. In all manufactures, whether wood or metal--clay or stone--wax or glass--paper or cloth, or what not, the knowledge of Chemistry is essential. It is to the science of Chemistry that we owe all our artificial productions, it is to the science of Chemistry that we owe all our knowledge and comprehension of natural productions, and their adaption to our several uses. It is therefore of the first consequence that we should commence our studies in this all important science, even in our infancy. As the Science of Chemistry embraces so extensive a variety of objects, it is not without a class simple enough for the comprehension of children. The burning of a candle is a chemical experiment for the production of light--the burning of the fuel which keeps up our fires, is but a chemical experiment for the production of heat; to which a thousand might be added equally simple, a definition of which could not fail to be of the greatest importance in the education of children. And why might not even the first lessons of children be comprised of these and similar simple chemical experiments, which beyond every other subject must instruct and amuse, attract the child's particular attention, and expand its mind by filling it with correct ideas?

I would banish from our school-books every word about God or Devil--Heaven or Hell, as hypocritical and unmeaning words, mere words of sound, and confine the attention of children and youth to such subjects, as an every day's experience shall evince to them to have a foundation in Nature. Moral precepts might, be necessary and useful but even morality might, in my opinion, be taught much better by example than by precept. Therefore, I would say, that the books of children had better be filled with scientific subjects than with moral precepts, as the former are infinite and cannot be too early entered upon, or too closely studied, whilst the latter might be comprised in a few expressions, and taught better, and with more impression by colloquy and example, than in lessons for reading and writing. However, lessons on moral virtue might be most appropriately mixed up with lessons on scientific subjects. They lead to one common end--the happiness and welfare of the human race in society.

Let no one imagine that I hold moral virtue in light esteem, or that I deem it a secondary object, No, the possession of moral virtue with the grossest ignorance on every other subject, is preferable to the most extensive knowledge connected with an immoral and vicious character. Moral virtue should form the foundation of every motive, and every action in life. It is from the conviction that scientific pursuits, or a scientific education, must naturally lead to the extension of moral virtue, that I have been induced to submit this sketch to Men of Science. Moral virtue is with me a _primum mobile_ in all things. It forms the beginning and the end of all my views, and, according to my conceptions, of all the principles I advocate and teach. But I would most strenuously exhort the reader to abandon the idea, if he does hold it, that morality is dependent on religion, or that the former cannot exist without the latter. I solemnly and deliberately assert, that religion is rather the bane than the nurse of morality. I have imbibed this impression from the deepest reflection and the closest observation of mankind. To those who think Lord Bacon an authority worth notice, for what I assert, I would refer them to a quotation from his writings on a former page. However, I want no written authority, nor no name, to convince me of the truth of my assertion; we have but to look around us with an impartial eye, and we might read it in the every day actions of the majority of mankind.

I would also banish from our schools Homer, Hesiod, Horace, Ovid, and Virgil, and every volume that makes the least allusion to the mythologies of Greece or Rome, or any-other part of what have been called the Pagan mythologies. If such books are amusing or instructive in ancient history, it will be time enough to read them after having gone through a scholastic education. They should make, no part of the school routine. I do not here mean to dispute the propriety of children been taught the dead languages, although I must confess, that I consider them no farther useful than to teach the etymology of our own language. Paine, Franklin, and Cobbett, are powerful instances that they are by no means essential to an enlarged mind. However, if the dead languages continue to be taught in our schools, I could wish them to be taught through a different medium than at present. Those languages might be taught on other subjects than wars, famines, and massacres, immoral mythologies and the history of base and vicious characters. It has been the common misfortune of historians to take especial notice of base and vicious characters. Hitherto profligacy has been the chief passport to immortality, and the virtuous few have passed through life unheeded before or after death with but very few exceptions. The very books which are called holy and divine are filled with descriptions of human monsters, and scarce any set off or contrast to exhibit the benefits and beauties of moral virtue among mankind.