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 Konigsberg. 

 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 



