1870.] DAWSON — ON SCIENCE EDUCATION ABROAD. 281 



diency, more especially as our honour course in Mathematical and 

 Natural Science is equivalent to that for such a degree and some- 

 thing more, and can be as readily and easily pursued. Nor could 

 I follow the advice above referred to as given by the Principal of 

 Edinburgh University and the chairman of the Endovred Schools 

 Commission, to curtail the classical part of the ordinary course in 

 ffivor of science studies. Such an arransfement would, I have 

 little doubt, injure the literary part of the academical course more 

 than it would benefit science. I would prefer a regular and defi- 

 nite science school, with a course extending over three or four 

 years — the first year to be identical with or similar to that of the 

 ordinary course, or an equivalent examination to be exacted, at 

 least, in modern literature and science ; and the remaining years 

 to be occupied with mathematical, physical and natural science, 

 and modern languages, branching in the closing two years into 

 special studies leading to particular scientific professions. The 

 staflf and appliances of such an institution would depend on the 

 extent of its range; and this, to ensure success, should not be small. 



It may be asked, would students be forthcoming ? I may with 

 confidence answer the question in the afiirmative. From the ap- 

 plications made to me on the part of young men for whom I can 

 do little or nothing, I believe that one central well-appointed tech- 

 nical university in this Dominion, would be well sustained, in so 

 far as the number of students is concerned ; and that the exten- 

 sion of population, of mines, manufactures, railroads, and other 

 works, would afford an ample outlet for all the men it could train, 

 while the professional work of such men would itself tend to in- 

 crease the demand. 



It is certain, l:owever, that if the Government of this coun- 

 try could be induced to sustain a system of elementary technical 

 schools similar to those of the Department of Science and Art in 

 England, or similar to those of Prussia, a double benefit would be 

 secured, in so far as the higher science education is concerned, in 

 finding occupation as teachers of science for some of the graduates, 

 and in giving the necessary preliminary training to students. At 

 the same time the efi"ects of such schools would be of incalculable 

 importance to the working classes of this country. Local bene- 

 factors might do something for such schools ; but for a proper 

 system the Legislatuj-e must intervene, and it can secure the end 

 only by payment for results on the English system, under proper 

 arrangements for examination and inspection. 



