NATURE 
4 
THURSDAY, MAY Io, 1870 
SCIENTIFIC EDUCATION 
HAT the Government of this country is anxious to 
advance Science education is plainly manifest from 
what it has already done, in making large annual grants 
to institutions which it established, and which it main- 
tains as its own. That it does not consider the present 
arrangements for this purpose as final or sufficient, is 
clear from the recent appointment of a Royal Commis- 
sion to inquire into the whole question of Government 
aid to Science. The movement which resulted in the 
appointment of this Commission arose, as we have 
already explained, from a recommendation of the Council 
of the British Association for a formal inquiry into the 
existing state of Science education in this country; and 
the resolution stated: “That no such inquiry will be com- 
plete which does not include the action of the State in re- 
ation to scientific-education, and the effects of that action 
upon independent educational institutions.” Before the 
Commission meets, it seems desirable that those interested 
in advancing Science and Education generally, should 
seriously consider the different position in which Science 
now stands, as a means-of education, to that which it 
formerly occupied. The time was, and not long ago, 
when Science was regarded as a thing by itself, having 
no connection with other branches of education, and useful 
mainly as a means for rendering men better machinists, 
' better artisans, or discoverers of processes for the advance- 
ment of arts and manufactures. Many doubtless hold these 
Opinions at present, and one concludes this to be the case 
from the very limited view which is expressed by the term 
“technical education” which is so generally used. Now, if 
it be desired to promote this view only, and to teach, 
Science alone, and not as a part of general education 
Government has established perhaps such schools as 
might meet the wants of the case, if it can be shown 
that they fulfil the expectations with which they were 
founded. But if the higher view, that Science is in 
its way as important a means of mental training as 
any other of the branches taught in our schools and 
universities, then some other method of extending Go- 
vernment assistance for its ‘promotion must be adopted ; 
and it is to this consideration we earnestly hope that 
inquiries will be directed. Since the first Report of 
the Science and Art Department, in 1854, sufficient time 
has been given to show whether the system then origi- 
nated has answered its purpose. At page 2 of the Report, 
it is stated that its system will be “in the main self- 
supporting ; while the advantages will be distributed over 
every part of the United Kingdom; and the assistance 
received from Parliament be applied for the general good 
of all.” It is generally believed that the system is wot 
self-supporting, but that every associate of the School 
of Mines costs the Government a considerable sum of 
money. There can be no question that the ad- 
vantages of the system are very great, directed as 
it is, in the several branches, by men of the highest 
possible eminence; but it is urged that they are not 
to any great extent distributed over the whole country, 
but mainly collected for the benefit of the technical schools 
VOL. II. 
founded by Government, and this tendency to force the 
official plan of education upon the country is regarded 
by many connected with other educational establishments 
as unfair. In fact, there is a threatened crusade against 
the Government professors. 
To such we would remark, that the quantity of Science 
taught is so small, that it is not wise to attempt in any way 
to reduce that quantity ; but it is certainly to be wished 
that the Commission should carefully inquire whether this 
method is one calculated to extend a sound Science 
education over the whole country, and whether it is 
possible to judge of a person’s fitness to teach, without 
practical examination in subjects which are eminently 
practical, and without some guarantee that he has re- 
ceived a sound general education. 
The Report further says: “It is essential that the 
institution should be supported to a considerable extent 
by the fees of pupils.” This, it is urged, is not the case 
with the London Government school (and still less with 
the sister College of Science in Dublin), where the fees 
are not sufficient to pay the working expenses, to say 
nothing of the salaries of professors, and the scholar- 
ships of £50 per annum each, which are held by so 
large a number of students. At page 9 of the Report, 
the same important subject is dwelt upon: “ My lords 
concur in the views expressed by the Lords of the Com- 
mittee of Trade, that every means should be used to 
render these institutions as much self-supporting as pos- 
sible, and that, in the plans adopted, that object should 
always be borne in mind. My lords adopt this view, not 
only because they feel it incumbent upon them to con- 
fine the public expenditure to the lowest limit, but 
also because they entertain a belief that the utility 
of such institutions is great in proportion as they 
are self-supporting.” It may not be generally known 
that large sums have been expended, and further large 
sums are to be expended, in building and fitting up 
laboratories, lecture-rooms, &c., at South Kensington, 
The present time, then, is a very fitting one for an inquiry 
as to the present wants and resources of the country in 
relation to the higher science teaching, and the means best 
calculated to utilize and develope them with due regard to 
efficiency and economy. If it can be shown that the 
School of Mines has really done more work than unen- 
dowed schools, in proportion to the sums spent upon 
it, let its sphere of action be enlarged—at South Ken- 
sington or elsewhere—and let its usefulness be increased. 
But it must always be remembered that it professes to give 
none other than a sfecza/ training: that it in no way 
supplies the place of universities, colleges, and schools of 
general education. If, on inquiry, it is found that it has 
attained the object for which it was established, still 
that does not touch the recommendation of the Council of 
the British Association, which includes “the action of 
the State in relation to scientific education, and the effects 
of that action upon zzdependent educational institutions.” 
It certainly ought to be a subject of serious inquiry, 
whether or not such colleges as University College, London, 
which has for forty years trained and sent out into the 
world some of the most distinguished teachers of Science, 
which in fact originated the present system of scientific 
education in union with other branches of education ; or 
King’s College, which has in like manner contributed so 
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