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IN-:tli,r >.l MrCi'l I',, I ,: r.^l' Ij . .M(tX'ri;i:Ai.. rltKiNi; rir!-: Awi w. \' s\\v.\\>y\\ T,i- ■:i'ni!i: iC., Principal and Vice-ChanccUor of M.cG'dl University^ MONTIJI'LVL, (Beixo t-ie Anxi-al University LECTrRK of the Session- 1870-71, delivehed in the AViLLIAM JfOLSON IIaI.I,, XoV. 18, 18(0.) [ M N T REAL G A Z E T T E REPORT.] MONTREAL : GAZKTTi: STEAM PRINTING HOUSE 171 ST. JAMES STHEET. 1870. SCIENCE EDUCATION ABEOAD. Every one who reads must know that in our time no subject is more extensively agi- tated and debated tlian that of the present lecture. In every civilized country it has become a question of first-rate importance, not only for educators but for business men and statesmen, how the largest amount of success can be attained in tlie practical appli- cation of science to tiie arts of life. Ever}-- where, as a means to this end, it is felt to be necessary to provide the widest extent of science education for the mass of the people, and the highest perfection of such education for those who are to take leading places as original investigators or as directors of business undertakings. From the time when I first had the honour of addressing a Canadian audience, until this day, I have not ceased, in season and out of season, to urge this subject on the attention of the friends of education here, as one of the pressing wants of this country; and within the few past years, feeling that we were fall- ing farther and ftirther behind other coun- tries, I have made some special efforts to col- lect additional information as to the state of science education abroad, Jind to bring tliis to bear on the public mind here, as oppor- tunity offered. In my recent visit to Great Britain I had tliis object specially in view; and found it to be one much before the minds of all edu- cated men, jiud in'ominent in conversation and discussion whenever education was re- ferred to. Tlie results of recent industrial exhibitions had jiainfully impressed the minds of Englishmen with their actual and growing inferiority in important arts and manufactures to bettor educated nations. Great efforts were be-ng made to erect new schools of science and to introduce scienc(> teaching more effectually into other institu- tions. The usual expedient in England in all doubtful and urgent matters of national importance, tlio appointment of a Royal Commission of Inquiry, had been resorted to ; while the (Commission already engaged in the improvement of the endowed schools had taken high ground on the question of science education. All this was very inter- esting to me, and I availed myself fully of the many opportunities which offered to visit schools of practical science, and to learn the views of those most concerned in their management ; and who, in the true spirit of the brotherhood of Science, were ready to place all means of information at my disposal. What I learned I would now desire in some measure to lay before this audience, Avith practical deductions bear- ing on our own condition. While however, most desirous to convey to yom- minds the impressions made upon my own, I feel that the subject is too vast to be discussed in an hour, and that I can present but a mere skel- eton, unless I confine myself to notices of a few of tliose institutions Avhich api)ear to bi' most instructive with reference to ourselves. I shall therefore, first, shortly dcfaio what I understand in this paper by science educa- tion, shall then no'dee a fev»- ricienct; schools in England and elsewliere, and sliall conclude witli some practical applications of the sub- ject. VniAT IS SCIEXCE EDUCaTIOX. In speaking of science then, I Avould re- strict your attention to the physical sciences, or those Avhich relate to what we call mate- rial things. In this great group of sciences we may recognize three subdivisions, distin- guished by the modes in which tliey are pur- sued, though shading into each otlier. (1 ) 3Ia- themetical sciences, or those in which Iho methods chiefly pursuc^d are tliose of inathe- metical reasoning and calculations, as, for instance, astronomy ; (2) Experimental sci- ences, of which chemistry and several de- partments of natural philosophy may be taken usexamitlcs ; (:i) Observational sciences, such as zoology, botany, and geology. Each tif these classc? of subjects must be treated ac- cording to its own methods; and unless so treated is useless whether as a means of training or for practical application. Tluf learning, for example, of any of the natural science* by <' getting up " a text book, witli- out actual examples and work, is not of the nature of science education ; and much of the undervaluing cf science studies as a means of education, on the part of practical teachers, is due to tlieir want of acquaintance witli this fust truth. Natural history or experimental science taught merely from books, is only an indifferent form of verbal training":, and it is no wonder tliat those who know it only in this way should form a very low estimate of its educational value. To be usefully taught, the pupil must be familiar with the actual objects of study, and must understand experimentally the modes of at- tainizig to results with regard to them. He will then receive a rcfil and valuable kind of education, the benefits of which may be sum- med up as follows: — (1) The student is taught to observe, compare, and reason for himself, and this in a practical manner, not so easily attainable in other subjects, and tending to give an accuracy of method and quickness of perception and of forming conclusions most v.'iluable in actual life. (2) Much know- ledge of a useful and interesting character is acquired ; and the student, while learning the uses and properties of common things, may rise to large and enlightened conceptions of tlie works of God, and the natural laws under which man exists. (3) Men are trained to pur- sue original investigations, and thus to enlarge the boundaries of science. (4) The means are afforded to utilize natural resources and improve arts and manufactures. With regard to the extent and nature of such science edu- cation, it apjiirars to be the result of experi- ence in all tiie more advanced countries ; (1) That there should be special practical schools to train investigators and practical science workers in tlie departments most important to the welfare of the community. (2) That science study should form some part of a liberal education. (3) That the elements of some of the natural or physical sciences should be taught in all the common schools. (4) That means shoidd be employed to train competent teachers of science. This being what 1 understand by science education, with reference to its nature, results and methods, let us glance at .some of the eftbrts put forth on its behalf, more especially in the mother country. TUE HOYAL SCHOOL OV MINKS. In London the principal institution for science education, supported directly by the Government, is the Eoyal School of Mines, Jermyn street, with which is associated the lloyal College of Chemistry in Oxford street. The Royal School of Mines is an outgrowth of the Geological Survey of Great Britain, whose building it shares and whose officers are itss chief directors and instructors. Tliis association gives it great advantages, in se- curing the influence and management of the distinguished head of the Survey, Sir 11. 1. Murchison, and the services of such eminent practical geologists and naturalists as llam- say, Huxley, Etheridge and Smyth, as profes- sors, in giving the students acceris to largi; and admirable collections in Geology and an extensive scientific library, and in placing the young men under the immediate superin- tendence of those who have the best oppor- tunities for opening up to them the paths of usefulness and success. The very at- mosphere of such an institution savours of practical science, its appliances for work and study are of the most inviting description, and it has several prizes and scholarsliips for its more deserving students, and gives the title of " associate" to those wlio pass its final examinations. Notwithstanding these ad- vantages, though it has many occasional or partial students, the number of regular stu- dents has been much smaller than could be desired. This may in part be accounted for by its situation in a city not directly inter- ested in mining, and remote from the great manufacturing districts ; in part, perhaps, by the want or appreciation of the advantages of science training on the part of the English public. It is certain, however, that the School of Mines, though its instructing officers are second to none in the w^orld, is inferior to the great science schools of Amer- ica and the continent of Europe in its acad- emical organization, in the completeness of its course, more especially in the direction of literary and mathematical culture, and in the standard of attainment required for entrance. Were it improved in these respects, and en- abled to offer a larger number of direct prizes to students, its usefulness might be greatly increased. Still, with these limitations, the success of the school has been great. It has trained a succession of competent men for geological surveys in the United Kingdom and the coIo- nies. Among others, the present head of tlie Geological Survey of Canada is one of its graduates. It lias also sent forth a number of trained men into mines and manufactures, ■who have been very successful, not only in introducing new inventions and imjjrove- ments, but in realizing fortunes for them- selves ; and it is stated that the demand for these men is much greater than the supply. The course of study in the school of mines extends over three years, and in the senior year the students arc allowed options, by vir- ct je ros in tuc of wliich they may devote themselves spocially to chemistry, mining or geology. The Iioyal College of Chemistry is a distinct institution, situated in a different part of the town, which is a cause of some inconvenience to the Ktudontfi of the School of Mines, who have to attend its lectures and classes in practical chemistry. It was estahlished originally by a private subscription, but has been adopted by Government. Under the able management of Prof. Frankland, it is a useful institution, and always crowded with pupils. It has, however, accommodation for only 42 practical students, and this by no nuans of the airy and sumptuous character to lie found in the laboratories of the conti- nent of Europe and the United States. Crowd- ed among the shops of a noisy business street, it has no room for extension, and its teachers and students have to submit to many incon- veniences which might readily bo obviated were it removed to a more suitable locality, and provided with a laboratory fitted up with modern improvements. It must, however, be admitted that the utmost possible use has been made of its too limited accommodation. THE DEPARTMENT OP SCIENCE AND ART. The Pioj-al School of Mines, as well as the Iloyal College of Science, Dublin, and the Edinburgh ]\luscum of Science and Art, are luider the direction of the Government De- partment of Science and Art ; but its largest spliere of operations is in the great South Kensington Museum, and the schools con- nected with it throughout the country. In its last report these schools and classes are .stated at 525 in all, with an aggregate of 24,8G5 pupils, teaching; all, This represents much science however, of an elementary iharacter, and of small amount relatively to the great jiopulation of Britain and Ireland. Much of the teaching is necessarily done by teachers of a very humble grade of scientific attainment ; but the most effectual means are taken to ascertain that it is faithfully done, and to give it opportunities for improvement. The principle adopted is that of giving money aids to teachers, building grants, grants for apparatus, &c., scholarships and exhibitions, medals and prizes to pupils. All of these are awarded on the results of rigid examination, conducted by papers sent from Londc n and r< ported on by examiners, among whom are some of the first scientific men in the country. The aids to teachers are at the rate of £2 per annum for each first-class pupil, and £l for each second-class pupil ; and the teacher, in order to receive aid, if not a University graduate, must have obtained at least a second class in the advanced grade of these examinations. Of the aids given to pupils a number are in the form of exhibitions in aid of attendance on higher science schools, and in the cjise of the higher Government schools the fees are remitted in favor of students taking these (exhibitions. Tt would be difti- cult to inuigine a system likely to do more good, and all that is wanted is that it should be further extended and that more thorough means should bo adopted for training the teachers. SOUTH KEXPIXOTO.V MUSECV. The most conspicuous part of the estab- lishment at South Kensington is its museum, embracing a vast collection of objects illus- trative of industrial products, art and manu- factures, and one of the most popular and useful places of instruction by the eye in London. It is propc'scd to remove to the ex- tensive buildings at South Kensington the vast Natural History collections of the British Museum, and also the collections of the Geo- logical Survey, so as to promote science study as well as that of art. Art education on an extensive scale is conducted at South Kensington itself, as well as in a multitude of affiliated art schools. I\Iore especially, young persons are trained as teachers, and with reference to practical applications to decorative art of every description. As illus- trations of these, I was shown large collec- tions of patterns for Avail papers, table cloths, pottery, and coloured and engraved glass, prepared by the pupils for competition for prizes offered by manufacturers ; while in a gallery of the museum, assistants were busy in arranging a vast collection of drawings and paintings sent in from afiiliated schools for competition. In the Art training school I saw hundreds of pupils engaged in all kinds of work from the elements of drawing to studies in painting and modelling from life. In addition to the study in the schools, the students, of wliom there are between eight and nine hundred, have access to the Galleries of Art in the Museimi, and to an Art Library of 25,000 volumes and a collection of 55,000 engravings and photographs. Last year 107 schools were conducted under the " Depart- ment " with 20 000 pupils ; and in addition to these, elementary drawing was taught in 1,094 schools to 120,928 children. Though art is distinct from science, I think it proper, when speaking of South Kensington, to refer to its work in art as well as in science. Not only is science the handmaid of art, but art 6 is also tlio handmaid of science, and both must flouiish or decay together, jloro espe- cially the study of art in its application to tlif wants of ordinary life, cannot tail to ho auxiliary to the advancement of science. ]t is a matter of profound regret that the Boards of Art Ciganizcd in this country more than ton years ago, have been p(;rmitted to lan- guish, and have not been enabled to establish here institutes on the jjlan of those of ^'e Department of Heienee and Art in Engla; '. THE LONDON UNIVEHHITY. University Colhge, London, has no organ- ized science school, but it trains men for ttic fci. helor of Sciences examination of the Lon- don University. Tliis is a general science examination, imidying the training ne- cessary for matriculation, and sidjsequent studies in rhysics, Chemistry, Animal Physiology, Geology, Logic, and Moral Phil- osopliv. Ijachilors of tSeienco of two years standiUfT can go uji for an examination for the degree of Doctor of Science. 'J'hcse seim'^c degrees of the University of London do not lead fiircctly to practical work, and this is an important defect in the system, but tliey are, no doubt, very important as stimiili to the geni'ral preparatory training required by every man of science. The Bachelor of S.'ience degree as offered by the University of London, has also undoubtedly tended to raise science to its proper status in connec- tion with the higher education, but it is not as yet largely taken. At the [graduation in Miiy last, at which I was ])rescnt, there were only eleven Bachelors in Science and seventy Bachelors in Arts. This arises in part from the want of prestige and antiquity in the de- gree itself, and in part from its having to compete with the honours in science which may be taken in courses in arts, and with the special science schools. The Birkbeck laboratory of University College accommodates 24 practical student*! ; and I was i)lcased with the ingenious ar- rangement of its theatre, by means of which OS students can be employed simultaneously in making experimen*^) with tests, xmder the direction of Professor Williamson and his assistants. This is only one among many indications which I obser^ x){ the tendency to give to examinations a. i instruc- tions in science a practical character, an evi- dence that its true nature is being more and more appreciated. THE ROYAL INSTITUTION. It would be -wrong to leave London with- out referring to the remarkable and unique establishment known as the Royal Institu- tion, founded in 1799, at the suggestion of Count Rumford, and cdebrated throughout the world as the theatre of the labours of Davy, Faraday and Tyndall, while in London itself it is known nnd valued as an agree- able and popular exponent of science by means of its lectures and discourses. The Royal Institution has a good buildi" ^ in Ali>eraarle street, containing its ti -itre, laboratories, librarv, and reading room. Its function is two-fold. Fn-st, it sustains ar- lis professors eminent scientilic men, and pro- vidco them with the means for [)rosecuting original research ; secont'ly, it provides, by its afternoon and evening lecture.*, the means of presenting to the more relined and edu- cated classes, information as to the latest re- sults of scientific discovery, from the lips of the actual discoverers themselves. Its lec- ture-room is always filled with a cultivated ai;d attentive audience, who h.ave the advan- tage of learning orally and at firsthand what others must gather from reading, or from secondary sources. The Royal Institution thus occupies a middle jdace between the general public and those Scientific Societies, like the Royal, Geological and Linnean, whose objects are strictly scientific or special, and wfiose meetings are consequently almost entirely composed of scientific men. At the same time it promote s original research in a manner peculiar to itself, and in the high(!st degree successful. It undoubtedly exerts a most important in- fluence in keeping those who move in the higher strata of society in London abreast of tlie science of the day, and thus in procuring moral as well as material support for scien- tific researches ; more especially for those Avhich, not being of vlirect educational or practical utility, are liable to be neglected even by the more intelligent portion of a community, engrossed in the accumulation of wealth or in the still more laborious pur- suit of spending it. Owen's college, Manchester. In the great manufacturing community of Manchester, academical education rears its head in an institution of no mean repute in the matter of science education. Owens Col- lege is, like our own McGill, based on the li- berality of a wealthy merchant, whose name it bears, supplemented by numerous addition- al benefactions. Among these I find a sum of £10,001, subscribed by 118 merchants and others, for a chemical laboratory and a libra- ry ; a sum of £9,472 subscribed by the prin- cipal engineers of JIanclicster and nciphbor- iiif,' towns, for the foundiition of a chair of civil and mcdianical eiigi needing, and a fund of £200 per annum to augment the endow- ment of the profeHsorsliip of eliemi.stry. Thi'S(! nohle benefactions remind us of the iiherality of some of our Jlontreal merclumts and pro- fessioiud men, and should act as a stimulus to others. > I am indebted to Principal Greenwood and Professor Williamson for enabling me to leiini the nature and results of the seii'nce tt.i hiiig at Owens College, which in n v essential respects more nearly resembles ^ e of otir Canadian colleges than any other in- stitution which I saw in England. The de- partment of general literature and science, or, as we should say, tlie course in arts, extends over t.hree years, anil, like our own, includes a certain amount of modern languages, and physical, natural, and mental science. The department of theoretical and applied science, or science course proper, also extends over three years. The first is identical with the iirst in arts. The second and third av; occu- piul entirely with science subjects, along with the French or German language. The stutlents in this department are prepared for the bachelor of science examination at Lon- don. This course is said to be suited to pre- parj " for the higher departments of manu- facturing art, and for pursuits and profes.sions l)urely scientilic." It is also said to be "adapt- ed for such as are liereafter to bo engaged in ccnnmerciai pursuits " — a remarkable testi- mony to tlie ideas of education on the part of business men at Jlanchestc'r, who in this res- pect come up more nt'arly tlian any others in England and her colonies, to the standard of the Nev/ England cities. The Principal in- formed me that there were last session 100 students taking this science course. The third department in Owens College is that of civil and mechanical engineering, in Avhich students are prepared for the examina- tions in engineering in the Tndian Public Works Department, and also for entering on the higher branclu'S of the engineering pro- fession. The course extends over three years. It had only twenty students last year. Another and most interesting feature of Owens College, suited to its position in a great manufacturing town, is the provision made for evening elas3>s. These include the subjects of the general course, and also a pharmaceutical course intended to prepare chemists and drug- gists for the examinations under the Pharma- cy Act. Most of the students in these classes are what we would call partial students ; but fiomc study for the Degree of B. A. of London Eniversity. The intention of the colleg:i is to accommodate those whose business engage- ments prevent them from attending lectincs in the day time ; and the number of students last year was no less than 'lOO. This .s a re- markable indication ot the avidity for learn- ing on the part of the young business men of Manchester, who enter on this somewhat se- vere course of study as an employment for their evenings, and ■■i{U:v the toils of the day. It is finther to be considered that many of these young men have to walk or drive con- siderable distances in order to attend these classes ; but in all the cities of England dis- tance is much less regarded than it is in this country. Prof, lloscoe delivers a separate course of lectures on chemistry to women, which, I was informed, had been successful, though I did not note the number of stu- dents. The autlorities of tlui college have under consideration the establishment of a regular academical course for women, which will be largely of a scicuiiiic cliaracter. Ow-^ns College has its classrooms at pre- sent in an old building adai)tcd to its use ; but an elegant i:ew building is now in process of erection at a c(.st of £00,000, and a sum of £130,000 is said to have been raised as a building fund. Tlu; foundation stone of this building Avas publicly laid in Septembi'r iast. It is to be observed that Mr. Owens wisely prohibited any portion of hi;: endowment fimd being expended in buildings, and that the Government of Great Ddtain has given no aid to Owens College, so that this large sum is a product of private munificence, chief- ly in the town of Manchester. SCIEXCE TEACUIKG AT CAMBUmOE. The two great English Universities of Ox- ford and Cambridge are obviously not content to lie under tlu; asi)ersion some time iigo cast on them by an eminent scientist that their '• atmo.sphere " is xmfavourable to scientific study. Pjoth are making ra^iid strides in this direction. At Cambridge, under the kind guidance of Prof. Stokes, himself one of the most eminent of living i)hysicists, and of the patriarchal SfKlgwick, and his able assistant Seeley, I saw the improvements wliich in late years have been made in the means of study in natural and physical science, and which tend, with other changes, to give greater eft'ect to the regulations in favour of the natural science tripos. Still more recent movements in this direction are the appointment of a university professor of pure physiology, and 8 the movement in aid of a university profes- sorsliip and demonstratorship of experimen- tal i)livsics, towards the buildings and appa- r itus necessary for which, the Chancellor, the JJiike of Uv^vonshire, has offered a contribu- tion of X'6,300. WHAT OXFORD IS UOIXC. Oxford has, however, taken the lead of its sister University in tliis matter, and I shall therefv^re notice more in detail what I had tlie jtleasure of seeing there in the way of provision for practical science teaching. The new museum, now of world-wide re- putation, is not merely a museum in the more modern sense of the term, but a series of scientilic laborato ies and class rooms, at- tached to a magniiicent library and museum. The musemn pro])er had been largely in- I'reased and improved in its collections since my last visit in 1805, and its great central glass-roofed court, more than 100 feet squa'-e, with its surrounding galleries, is now well fill- ed with specimens in Oeology and Zoology. On the south and west sides, the museum is encompassed Avith class rooms and labora- tories in geology, chemistry, and physical science. On the north side are the l{i,bora- tories and class rooms in physiology. Prof. Phillips was absent, owing to an attack of illness, and in his department I saw only assistants engaged in laboriously piecing to- gether the huge bones of the Cetiosaurus, a gigantic reptile with thigh bones more than five feet in length, of which a magnificent skeleton has recently been discovered in a quarry not far from Oxford, I liad, however, the ])h'asure of seeing the students at work in the laboratory of practical chemistry, imder Prof. Brodie, and of examining the ad- mirable arrangements of Prof, liolleston for practical work in jihysiology. Among other things which i saw in the physiological labo- ratory, Avere excellent dissections of mollusks and worms made l)y students as a part of their examinations in the honour course of Natural science. Though the museum contains rooms for experimental physics, thj University has greatly enlarged its means of instruction in this department, by the erection in the vicinity of the museum of a physical labora- tory, wliich I believe will cost about £40,000, and which, in the perfection and complete- ness of its arrangements, Avill surjiass nil similar Avorksliops of science, not only in England, hut in the world. Prof, '"'lifton, who himself showed me the building, and explained its plan, has endeavoured to mskc this laboratory in itself a model of practical science, considered as the art of doing every- thing in the best way, by applying in the most perfect manner every known improve- ment and many original inventions of his own, to secure convenience and accuracy of working. The building has a central hall for apparatus, and for certain experiments re- quiring large space ; a class room, which is a model of acoustic perfection and mechanical arrangement : and a number of work-rooms, in wiuch all the most delicate kinds of operations in weighing and measTiring can be carried on Avith the best apparatus and Avith every precaution against error. This labora- tory Avas to be opened in the present autumn, and I Avas informed l\v Prof. Clifton that he expected to begin Avith about 30 practical students. The object of the laboratory is tAA'o-fold — (1) to train observers and exjjeri- mentors more thoroughly than heretofore ; (2) to imdertake original jihysical researches Avith more perfect appliances than those noAv aA-ailable. The Oxford ncAv Jluseum, Avith the nei;;h- boring Physical Laboratory, thus constitutes in itself a great educational institution in ]ihysical science, managed by some of the ablest instructors and original investigators of the day, and providing for studies in ex- perimental physics, chemistry, mineralogy, geology, physiology, ai.;' zoology ; botaiiy being otherwise provided for in connection Avith the 15otanic Garden. It has seven large class rooms and a multitude of Avorking rooms and laboratories, Avith the scientific de])artment of the Iladclifi'e Library. These appliances are as yet large in comparison Avitli the number of students Avho use them ; but the number of students i^, increasing, and this apparently not at the expense of the literary courses of study. It is to be ob- served, moreover, that the aim of the Oxford Science school is high. Its object is not so much to train practical Avorkers in science as applied to the arts, as to giA-e the educa- tion necessary to enable those Avho receive it to take their i)laces as original inA'estigators in the advancement of theoretical science, and in connection Avith this to bring out the true value of physical science as a means of securing the highest mentnl culture. VicAved Avith reference to these ends, Oxford is un- doubtedly 'an excellent Science school ; and a University Avhich offers its highest honours, in courses, in Avhich practical chemLstry and physics, and dissections of invertebrate animals, constitute important parts, cannot be regarded as unfaA'ourable to the cultiva- 1 1 I\ tion of science. It must be admitted however tliat tlicso improvements liave been effected only after severe contests between the advo- cates of modern science and the conservative element in tlie University, contests in wliicli my valued friend, Ur. Acland, well known to many of us here, has borne an influential part. .MOVEMENT IN EDINBUnGn. Edinburgh has as yet no organized Science school, and lias undoubtedly been falling be- hind the English schools in its reputation for training in natiu-jil science. This is, how- ever, a relative rather than an actual deca- dence, and tliere is a very strong desire on the part of many of the friends of the Uni- versity to restore its ancient reputation in this respect. In evidence of this we have tho recent endowment of the Baxter Chair of Engineering, and the still more recent offer of Sir Kuderick I. Murchison to give £0,000 as the endowment of a Cliair of (ieology, which I am informed the Govern- ment is likely to supplement with a like sum. TliL' Department of Science and Art has also attaclied to the University a museum on tlie ])lan of that of S'outh Ken- sington, under I'rof. Archer ; biit no lectures are delivered in connection with it. No In- stitution in Great Britain has a better field for science education than Edinburgh, and it possesses many excellent teach«rs, but their action is to some extent paralj'zed by want of facility for mutual co-operation, and by the want of some professorships ne- cessary to complete the course of study. In the meantime, there arc excellent practical classes in chemistry, experimental ])hysics and botany, and there is an academical course for a science degree. In this course the candidate is required to have the degree of B.A., M.A., M.B., or JI.D., or to hold cer- tificates of having passed the examinations in two of the departments of the University course, or to have matriculated in the Uni- versity of London. Otherwise he must pass a preliminary examination. He must then pass a general examination in mathematics, physics, chemistry, zoology, and botany ; but may omit this examination if an M.A. vho has taken honours in natural science, or an M.B. or M.D. who has taken honours in an- tural history, and has passed the examin i- tions in physics, higher mathematiun, and logic. There is then a final examination, in which the student may select one of three branches in which to pass, viz. ; (1) Mathe- matical science (2) physical and experi- mental science ; (.3) natural science. On passing this exnmination he is entitled to the Degree of Bachelor of Science; and at the end of twelve months may come up fur the degree of Doctor of SLience, in the ex- amination for Mliich he must show profoimd knowledge of a special scientific subject. The number of candidates for tlicse degrees is not as yet large, but is incr^'using. Tliey might obviously be rcndc.'red niucli mure valuable and attractive )iy connection with special science coiu'ses, hading to applica- tion to the arts or to dciinite brandies of original research. It may be well to mention here tliat the Principal of Edinburgh University, in his in- augural address, has suggested tiie omission of Greek from tlie I'niversity course lor M.A., to make room for science culttirc, and tliat the chairman of the iMuiowed Schools Com- mission has, as already mentioned, ]iut this idea in a practical sliape before tiie English Universities, in an oftieiul letter to tlie Vice- Chancellors, in whieli he intimates tiie design of the Commissioners to establish .schools in which Latin alone shall be taught, in addition to science and modern languages ^nd literature, and invites them to open tlieir examinations for degrees and honours to the pupils of such schools. "While it is to be doubted Avhether any such change is required here, where classics have not been so exclu- sively insisted on in the schools as in England, the targuments adduced by Lord Lyttleton in his circular are well deserving of study, as indicating the strong feeling among ])arent.s and educated persons in llnglaml that sci- ence education for their children is a matter of absolute necessity, and tliat, if it cannot otherwise be obtfiiiied, some portion even of their cherished litt'iary culture must be sacrified to a want, on the siqijily of which even national existence may ch'pend. SCIENCE TEACinxa IN TIIE rXITI'.l) .STArKS. We migb.t now turn to the efforts which have been made in the United States, where, owing to the more general difVusion of ele- mentary education, the vahK ,.,'taclitd to the applications of science to the arts of life, and the liberality of priA-ate benefactors and of the State and general Governments, much more has been done than in England, and where such schools as the Lawrence and Sheffield School.*, the Boston Institute of Technology, and the Cornell University, challenge comparison with any in the world. I shall, however, refer to only one of these, which I had the pleasure of visitinf," rather 10 more than a year ago, and vhicli, in my judgment, lias been one of tlio most suc- cessful. SIIKKFIELD SCIKNTII'IO KCHOOI-. The ShefUeld Seientilie School is a modern outgrowth of the old University of Yale Col- lege ; and originated in 1847 in the organi- zation of the'- Department of Philosopiiy and Arts," under Trofcssors Siiliman and Norton, representing respectively the subjects of Ap- plied Chemistry and Agriculture. Tlic scheme seems to have been di'vi.'-'d by the 0,000. Tiie present extremely valuable collections of Yale College are stored in rooms of quite inade- quate dimensions, and are being rai>idly aug- mented and inqiroved. I'rof JIarsh and Prof. Verrill alone have vast stores of fossils, corals and other specimens in basements and cel- lars ; and when the whole shall be arranged in Mr. Peabody's Museum, Y'ale (,'ollege will li3 inferior to few Academic institutions in the world in regard to its facilities for teach- ing the science of nature through the eyo. A special collection in the Shcllicld School, very valuable and well worthy of study, is that of economic geology. It is admirably arranged, and gives at one view an idea of nearly all the mineral resources of the United States from the Atlantic border to the Pacific. The building of the Sheflield School is well suited to its purpose, though it is an old medical school adapted to its present use ; and the scope of the institution is Avide, in- cluding six distinct courses, any of which may be followed by the student. These are : 1st Chemistry and Mineralogy ; 2nd, Engineering and Mech.anics ; 3rd, Mining and Metallurgy ; 4th, Agriculture ; .^th. Natural History and (ieology ; Gth, A Select Scientific and Liter- ary Course. The class rooms and laborato- rii's struck me as remarkably ingenious and neat in all their arrangements, and combining in a great degree all possible conveniences, while the uncomfortable arrangements tcjo often seen in academic rooms had evidently here been rej)laced by the exercise of some engineering and mechanical skill and contri- vance; and by a combination of leles, and receive the training in sciertilic methods, necessary to qualify him i'or mining, metallurg\, assaying and engineering, agriculture, chemical manu- factures, or ctiier applications of science to art. Until this can be realized, I shall feel tliat the work of my life has been only very jiartially and imperfectly successful ; and I shall know that this city has not taken the m(>ans to ])repare itself fully for that groat- 7u;ss which its position and advantages mark out for it, Imt whi<;li it cannot attain, except as tlie educated metropolis of an educated country — educated not merely in general learning and literature, but in that science which is power, because it wields the might of those forces whicli are the material expres- sions of tlu! power of the Almighty Worker.