386 On the Teaching of [July, 



judice of those who think that nothing can be taught ■without the 

 aid of books might be thus accommodated, and books on Physiology 

 pointed out that might be read in schools, whether boys or girls are 

 taught in these schools. 



From what we have said, it will be seen how difficult it is to 

 introduce the subject of natural science at all into schools. Where 

 an individual teacher sees the importance of the subject it can 

 always be introduced, but where there is indifference on the part of 

 the teacher there is no pressure from without. We may say confi- 

 dently that with regard to the success of any school, from a dame's 

 school to an upper school or a University, it is a matter of perfect 

 indifierence to parents whether they teach natural knowledge or 

 not. Hence we are driven to seek some power external to our 

 whole scholastic system. There is no doubt our Universities 

 possess this power. In a Eeport recently published by the House 

 of Commons* it is stated that, " although no more than 35 per cent, 

 even of the boys at our great public schools proceed to the University, 

 and at the majority of schools a still smaller proportion, yet the 

 curriculum of a public school course is almost exclusively prepared 

 with reference to the requirements of the Universities and the 

 rewards for proficiency that they ofi'er." If this be the fact, it is 

 then obvious that our Universities are really obstructive of the 

 increasing intelligence of the age; and however much they are 

 cultivating the " sweetness " of our youth, they cannot be said to 

 increase their " hght." This obstructive influence is felt not only 

 in the higher schools, but in all educational establishments where 

 Enghsh is spoken. The one great drawback to teaching natural 

 science in the colleges of the United States of America is the example 

 of the English Universities. Kecently, in one of the largest Dis- 

 senting colleges in England the most feasible way of reducing the 

 expenditure of the institution was in diminishing the modicum of 

 teaching that had previously been attempted in natural science. 

 The late principal of the Liverpool Collegiate Institute, when 

 desu'ous of introducing natural science teaching into the school, 

 was plainly told by the merchants of Liverpool that they only 

 wished him to teach those branches of knowledge to their sons by 

 which he had gained his own eminence. It seems very clear then 

 that one great object to be kept in view in introducing natural 

 science into education is to change the policy of those who rule in 

 our Universities. 



At the same time there are some cheering signs of movement 

 both in our English Universities and in our public schools. At 

 Oxford, Christchurch has opened a very complete chemical laboratory. 



* Report of a Committee iipjiointeil by tlic Council of the IJiitish Association 

 for the Advancement of Science toconijider the best moiins for promoting Scientitic 

 Education in Schools. 1868. 



