xn CONTENTS. 



high schools, 166 ; The university a training-school for research, 167 ; 

 The ideal of Wisscnschaft, 168 ; Developed under the German university 

 system, 170 ; Reception of exact science in Germany, 174; Science not 

 yet domiciled during the eighteenth century, 178 ; Scientific periodicals, 

 180 ; Gauss's mathematical researches, 181 ; Scientific spirit enters the 

 universities in second quarter of century, 183 ; Jacobi's mathematical 

 school, 185 ; Chemical laboratories established in 1826 through liebig, 

 188 ; Cosmopolitan character of German science, 189 ; Liebig's organic 

 analysis, 191 ; Biology a German science, 193 ; Cellular theory of 

 Schleiden, 194 ; and Schwann, 195 ; Ernst Heinrich Weber, 196 ; and 

 Johannes Miiller, 197 ; Psychophysics, 198 ; Spirit of exact research and 

 Wisxcnschaft, 202 ; Encj'clopredic view necessary in philosophj' and 

 history, 203 ; Philosophy of Nature, 204 ; Conflict between the scientific 

 and the philosophical views, 205 ; A. von Humboldt, 206 ; Influence of 

 Berzelius on German science, 208 ; Philosophy of Nature and medical 

 science, 209 ; Science for its own sake, 211 ; Bequest of the classical and 

 philosophical school, 211 ; Completeness and thoroughness of research, 

 213 ; Combination of research and teaching, 214 ; Combination of science 

 and philosophy, 215 ; Biology grown out of science and philosophy com- 

 bined, 216; Du Bois-Reymond on Miiller, 217 ; "Vital force" abandoned, 

 218 ; Mechanical view in biology, 219 ; Criticism of principles of mathe- 

 matics, 221 ; The exact, the historical, and the critical habits of thought, 

 222. 



CHAPTER III. 



THE SCIENTIFIC SPIRIT IN ENGLAND. 



Scientific organisation abroad, 226 ; Similar institutions in Great Britain, 227 ; 

 English science in the early part of the century, 229 ; Alleged decline of 

 science in England, 230 ; Criticisms of Playfair, 231 ; Babbage's criti- 

 cisms, 233 ; Foreign opinions on English science, 235 ; English replies to 

 Babbage, 238 ; Foundation of the British Association, 238 ; Character- 

 istics of higher mental work in England, 239 ; Academies and universities 

 not always impartial, 240 ; Fourier, 241 ; Fresnel, 241 ; Pliicker, 

 242 ; Grassmann, 243 ; Central organisation wanting in England, 243 ; 

 Thomas Young, 244 ; Dalton, 245 ; Faraday, 246 ; Green, 246 ; Boole, 

 247 ; Babbage, 248 ; Characteristics of English thought, 249 ; Absence of 

 schools of scientific thought, 250 ; Individual character and practical 

 tendency of English science, 251 ; English peculiarities more pronounced 

 during earlier part of the century, 252 ; Unique character of English 

 universities, 254 ; Ideal of "liberal education," 255 ; Union of education 

 and instruction, 258 ; Educational organisations in England, 262 ; The 



