98 GERMAN SCIENCE 
from one of the most attractive, beautiful, and powerful means 
for the higher culture of the mind., The present and the 
future generation have no opportunity to instruct themselves in 
chemistry ; the nation cannot attain to the consciousness of its 
power to reach innumerable new springs of sustenance and 
profit, for this is only possible by instruction in chemical 
laboratories.’ Liebig refers in detail to these disadvantages, 
giving almost incredible examples of the lack of science- 
teaching and of bad science-teaching. Adverting to par- 
ticular places, he says there is in Berlin no laboratory where 
instruction can be received, nor in Breslau, nor K6nigsberg. 
In Bonn there is a technological cabinet; in Greisswald 
nothing but medical chemistry ; in Halle nothing. The states 
will provide no subsidies more than sufficient to pay part 
of the rent or the cost of fuel. The cost, if the student paid 
the expenses of chemical instruction, would be quite beyond 
the means of a German; they might be borne in England or 
France. ‘The solitary man in Prussia from whom practical 
scientific instruction proceeds, H. Rose, the only one who 
takes delight and has the talent to make young men into 
chemists, has an entire lack of means for instruction. His 
laboratory is a hired place altogether unfit for the purpose 
assigned to it, of which the Government pays part of the rent; 
but he has not a penny towards paying the annual outgoings, 
If Rose desires to teach more than words he gets no pupils, 
for the charges are too high. For a long time he gave 
a course of four hours weekly, but he could give no instruction 
in the analysis of minerals which involved the slightest cost. 
Even for what he did he was obliged to sacrifice his whole ~ 
salary and to add something from his private fortune.’ | 
Liebig next alludes to the so-called Trade Schools (Gewerbe 
Schulen) where, as a rule, the teaching is bad, involving no 
judgement or power of thought—‘ fit only for day labourers ~ 
and machines.’ ‘True scientific education,’ he says, ‘ should 
