Science and Education Feed One Another

The progress of the sciences secures the progress of the art of instruction, which again accelerates in its turn that of the sciences; and this reciprocal influence, the action of which is incessantly increased, must be ranked in the number of the most prolific and powerful causes of the improvement of the human race. At present, a young man, upon finishing his studies and quitting our schools, may know more of the principles of mathematics than Newton acquired by profound study, or discovered by the force of his genius, and may exercise the instrument of calculation with a readiness which at that period was unknown. The same observation, with certain restrictions, may be applied to all the sciences. In proportion as each shall advance, the means of compressing, within a smaller circle, the proofs of a greater number of truths, and of facilitating their comprehension, will equally advance. Thus, notwithstanding future degrees of progress, not only will men of equal genius find themselves, at the same period of life, upon a level with the actual state of science, but, respecting every generation, what may be acquired in a given space of time, by the same strength of intellect and the same degree of attention, will necessarily increase, and the elementary part of each science, that part which every man may attain, becoming more and more extended, will include, in a manner more complete, the knowledge necessary for the direction of every man in the common occurrences of life, and for the free and independent exercise of his reason.

Jean-Antoine-Nicolas de Caritat Condorcet, Outlines of an Historical View of the Progress of the Human Mind (1795)

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