252 



NATURE 



[May i8, 1916 



i.ng. Scit-ncf \\.i> then in its infancy. I iMuuj^hout 

 the ninelLL-nlh ccnlury it was advijincing by leaps and 

 bounds. In this twentieth n niury we meet it at every 

 turn; there is no getting out uf its path. That this 

 is truly the age of science we have no lack of evidence 

 in the present war, but the statement is no less true 

 and is even more important in its application to the occu- 

 pations of peace. And if we wish to Uve up to our 

 age we must do what in us lies to promote the pro- 

 gress of science. The mere diffusion of scientific 

 knowledge throughout the community will be directly 

 beneficial; but, besides this, certain important conse- 

 quences must follow such diffusion. Not the least of 

 these is the capability of appreciating the fact that it 

 is necessary for our prosperity— nay, for the continu- 

 ance of our verv existence — that in every possible way 

 knowledge of science should be advanced. Let us 

 make no mistake on this point. The nation which 

 recognises this necessity will succeed, the nation 

 which refuses to recognise it will fail. 



We make no claim to have eminent representatives 

 of science in the Cabinet. We believe in the cobbler 

 sticking to his last. The qualities for which poli- 

 ticians are chosen are rarely found in men who devote 

 their lives to the pursuit of science. But we think 

 that even Cabinet Ministers should know something 

 about the world they live in and the bodies they 

 inhabit. Surprise has been expressed at the singular 

 ignorance displayed bv distinguished statesmen of 

 simple facts in chemistry and physiology, familiar to 

 the most junior student. This ought not, however, 

 to be surprising-. What chance have they had to 

 acquire any knowledge on these subjects? Usually 

 none at all. We meet with the same kind of ignor- 

 ance in such a generally well-inforrtied quarter as the 

 editorial column of a newspaper ; nor can this 

 be otherwise considering that the journalist has as a 

 rule the same kind of education as the politician — an 

 education in which science has occupied no part. 

 Neither is able to distinguish between a real and so'i- 

 disant authority on a scientific subject, and for this 

 reason we frequently find the utterances of a quack 

 quoted as of equal value with those of a master in 

 science. And if men like these — men who have had 

 the highest educational advantages which our schools 

 and universities can afford — are so deficient in know- 

 ledge of things around them : things which really 

 matter, and which affect the well-being, and prosperity 

 of the whole community : what can be expected from 

 the ruck of their fellow-graduates who have taken — 

 or perhaps been excused — the ordinary degree at 

 our universities, and who have acquired in that 

 laborious process little but a smattering of certain 

 ancient languages, which they very soon contrive to 

 get rid of? Or, if anything remains, it is of no pos- 

 sible use to them in the practical avocations — agricul- 

 tural, commercial, or manufacturing" — which will 

 occupy so much of their subsequent attention. 

 Whereas, had the time which most of them have thus 

 wasted in classical studies been devoted to the acquisi- 

 tion of a basal knowledge of the physical and bio- 

 logical sciences, it may confidently be afifirmed that 

 the living interest which these subjects afford would 

 lead to a desire for the extension of such knowledge, 

 and that its possession could not but prove of definite 

 advantage in their future career. 



It is. however, constantly allecred by our pro- 

 classical friends that wTiatever may be said for the 

 teaching of science on utilitarian grounds the study of 

 the classics has shown itself by long experience to 

 have such inestimable advantages as an educational 

 asset in the formation of character that it is hot pos- 

 sible for anv other branch of knowledge to takef its 

 place in the curricula of our schools and universities. 

 This allegation must, in the absence of specific proofs, 

 NO. 2429, VOL. 97] 



be met by us with the most absolute denial. The 

 evidence we possess is indeed altogether on the 

 opposite side. Of all the public services the one which 

 is pre-eminent for the high character and efficiency 

 of its officers is by universal consent the Royal Navy. 

 And this is also distinguished from the rest by the 

 fact that from the very first the training- given is 

 mainly a training in scientific methods, whilst the 

 very subjects which are alleged by so many instructors 

 of youth to be essential to a scheme of general educa- 

 tion are rigorously excluded. We have here, in fact, 

 an experiment in education which has been conducted 

 on a large enough scale for us to draw definite con- 

 clusions from it, and I venture to say, without fear of 

 contradiction, that the results are altogether in favour 

 of the proposal to substitute science for classics in 

 the schools and universities of this countr\\ 



Lastly, let us look for a moment at the sentimental 

 side. More than one recent writer has argued 

 as a proof of the efficiency of the existing system that 

 if it is productive of no other benefit, the experience 

 of the present war has shown that it has at least 

 taught our boys how to die. The obvious answer to 

 this appeal to sentiment is that the lesson has been 

 just as well learned by those who have not passed 

 under the classical yoke. Men of all classes of the 

 community have done their duty equally bravely and 

 unflinchingly. The courage and self-sacrifice which 

 have been so abundantly displayed in our fighting Ser- 

 vices and their auxiliaries cannot therefore be looked 

 upon as the result of this or that system of education, 

 but must be regarded as part of the common heritage 

 of our race, of which we may all be justly 

 proud. There is, besides, one thing which is of 

 equal, or even greater importance than the know- 

 ledge of how to die, and that is the knowledge of 

 how to live. Nevertheless, we are content to be 

 ignorant of everything that pertains to our bodily life ; 

 ignorant of the functions of our organs, of their main- 

 tenance in health, of the evils which follow the abuse 

 of those functions, of the relation of our bodies to their 

 environment, of everything w^hich tends to develop a 

 healthy mind in a healthy body. True, many of 

 us muddle through somehow in spite of this ignor- 

 ance, but far too many suffer severely on account of 

 it, and one of the benefits w^hich will accrue from a 

 diffused knowledge of science will be apparent in an 

 enhanced interest in all questions affecting the health 

 of the individual and the community. An educational 

 curriculum which offers nothing beyond a little Greek 

 and Latin must, by its very nature, produce an un- 

 fertile soil, permanently incapable of encouraging the 

 growth of such knowledge as is of real value in the 

 battle of life. 



UNIVERSITY AND EDUCATIONAL 

 INTELLIGENCE. 



Cambridge. — An exhibition of 50Z. a year, tenable 

 for two years, is offered each year by the governing 

 body of Emmanuel College to a research student com- 

 mencing residence at Cambridge as a member of 

 Emmanuel College in October. Applications, accom- 

 panied by two certificates of good character, should 

 be sent to the Master of Emmanuel not later than 

 September 24. 



London. — The report of the Vice-Chancellor on the 

 work of the University during the year 1915-16 gives 

 many interesting particulars as to the war wofk 

 accomplished by the University. The total number of 

 commissions granted to cadets and ex-cadets of the 

 University Contingent of the Officers Training Corps 

 since the outbreak of the , war is 2031, and of com- 



