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.
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.
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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.
