629 
SCIENTIFIC EDUCATION. 
That 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 institu- 
tions which it established, and which it maintains as its own. 
That it does not consider the present arrangements for this 
purpose as final or sufficient, is clear from the recent appoint- 
ment of a Ro) T al Commission to inquire into the whole ques- 
tion 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 rela- 
tion to scientific education, and the effects of that action upon 
independent educational institutions.^ Before the Com- 
mission 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 pro- 
cesses for the advancement 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 r 
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 Government 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 originated has answered its purpose. At page 2 of the 
Report it is stated that its system will be ct in the main self- 
xliii. 42 
