TRANSACTIONS OF SECTION B. 951 
evil is probably in a measure due to inappreciation of what constitutes higher 
education and culture: neither consist in a smattering of knowledge of a variety of 
subjects such as is too often required at present. 
The more general appreciation of the value of science undoubtedly depends to 
a considerable extent on improvements such as I have indicated being introduced. 
When such is the case, we may hope that a large number of students will enter our 
chemical schools, not with the intention of becoming chemists, but because it will 
be recognised that the training there given is of high educational value, and that 
a knowledge of chemistry is of distinct service in very many avocations. 
We may also hope that it will be possible ere long to teach chemistry properly 
to medical students. Seeing that the practice of medical men largely consists in 
pouring chemicals into that delicately organised vessel the human body, and 
that the chemical changes which thereupon take place, or which normally and 
abnormally occur in it, are certainly not more simple than those which take place 
in ordinary inert vessels in our laboratories, the necessity for the medical man to 
have a knowledge of chemistry—and that no slight one—would appear to ordinary 
minds to stand to reason; that such is not generally acknowledged to be the case 
can only be accounted for by the fact that they never yet have been taught chemistry, 
and that the apology for chemistry which has been forced upon them has been found 
to be of nextto no value. No proof is required that the student has ever performed 
a single quantitative exercise ; and I have no hesitation in saying that the examina- 
tions in so-called practical chemistry, even at the Londor University, are beneath 
contempt: after more than a dozen years’ experience as a teacher under the system, I 
can affirm that the knowledge gained is of no permanent value, and the educational 
discipline m7. Here the reform must be effected by the examining boards: it is 
for them to insist upon a satisfactory preliminary training, and they must so order 
their demands as to enforce a proper system of practical teaching ; and if chemistry is 
to be of real service to medical men more time must be devoted to its study. Physio- 
logical chemistry is taught nowhere in our country, either at the universities or at 
any of our great medical schools; let us hope that the publication cf works like 
those of Gamgee and Lauder Brunton may have some effect in calling attention to 
this grievous neglect of so important a subject. 
Having dealt with the educational aspect of the question, let me now briefly 
refer to some other difficulties which seriously hinder research. It has been more 
or less openly stated that the teachers in our chemical schools might themselves do 
far more. Is this the case? I do not think so; I believe it is not the staff, in most 
ceases, who are primarily in fault. Under our peculiar system of placing the governe 
ment of science schools in the hands of those who have little, if any, experience as 
educationalists and little knowledge of or sympathy with science, the appointments 
are sometimes made without the slightest reference to capability of inciting and con- 
ducting original investigation, and without any proof having been given even of a de- 
sire to promote higher education in the only possible way—by research; nevertheless, 
experience shows that, asa rule, fair use is made by teachers of their opportunities. 
The opportunities afforded us are indeed few. In the first place, the amount of actual 
routine teaching we are called upon to perform is very considerable, many of us having 
to conduct evening as well as day classes ; and the work is often of the most harassing 
description, owing to the want of interest displayed by the students. The assistance 
provided is also too often inadequate, and much which should be done by assistants 
is therefore thrown upon the principals. Higher work under these conditions is 
practically out of the question, not so much because it is impossible to snatch at 
intervals a few hours per week, but because the attention is so much taken up in 
the preparation of lectures and laboratory and tutorial teaching that it is impossible 
to secure that freedom of mind and concentrated attention which are essential to the 
successful prosecution of research. Bad, however, as is often the position of the 
principals, that of the junior staff is usually far worse. During official hours they 
are entirely occupied in tutorial work, and what little energy remains must more 
often than not be devoted to coaching or literary work, to supplement the too 
modest income which the salary attached to their official position affords. Under 
these circumstances, it is remarkable that so much enthusiasm should prevail among 
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