1S70.] DAWSON — ON SCIENCE EDUCATION ABROAD. 275 



London. Otherwise he must pass u 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. who has taken honours in natural science, or an M.B. 

 or M.D. who has taken honours in natural history, and has passed 

 the examinations in physics, higher mathematics, 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 experimental science ; (?>) ■ 

 natural science. On passing this examination he is entitled to 

 the Degree of Bachelor of Science ; and at the end of twelve 

 months may come up for the degree of Doctor of Science, in the 

 examination for which he must show profound knowledge of a 

 special scientific subject. The number of candidates for these 

 degrees is not as yet large, but is increasing. They might 

 obviously be rendered much more valuable and attractive by 

 connection with special science courses, leading to applications to 

 the arts or to definite branches of original research. 



It may be well to mention here that the Principal of Edinburgh 

 University, in his inaugural address, has suggested the omission 

 of Greek from the University course for M.A., to make room for 

 science culture, and that the chairman of the endowed Schools 

 Committee has, as already mentioned, put this idea in a practical 

 shape before the English Universities, in an official letter to the 

 Vice-Chanceliors, in which he intimates the design of the Com- 

 missioners to establish schools in which Latin alone shall be 

 taurrht, in addition to science and modern lau2;uao;es and litera- 

 ture, and invites them to open their examinations for degrees and 

 honours to the pupils of such schools. While it is to be doubted 

 whether any such change is required here, where classics have 

 not been so exclusively insisted on in the schools as in England, 

 the arguments adduced by Lord Lyttleton in his circular are well 

 deserving of study, as indicating the strong feeling among parents 

 and educated persons in England that science education for their 

 children is a matter of absolute necessity, and that, if it cannot 

 otherwise be obtained, some portion even of their cherished 

 literary culture must be sacrificed to a want, on the supply of 

 which even national existence may depend. 



GERMANY AND SWITZERLAND. 



But though much is being done in England and the United 



