SCIENTIFIC EDUCATION. 
631 
as to the present wants and resources of the country in rela- 
tion 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 unendowed schools, 
in proportion to the sums spent upon it, let its sphere of 
action be enlarged — at South Kensington or elsewhere — and 
let its usefulness be increased. But it must always be 
remembered that it professes to give none other than a special 
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 esta- 
blished, 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 independent educational institu- 
tions.” 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 largely to advance 
modern education ; or Owens College, Manchester, whose 
students show so well the nature of the education they there 
receive by the honours and prizes they gain at the London 
University; or many other flourishing colleges — should have 
their hands strengthened by Government help. In these 
institutions a thoroughly sound education, in all branches, is 
given. They have hitherto depended entirely on voluntary 
support, but the time has come when larger aid is needed to 
meet the modern requirements. Scholarships given by 
Government as incentives to work, and as helps to the many 
industrious students whose means are limited; stipends to 
professors, in order that they may obtain teaching assistance 
of a high character, of which they stand sorely in need, for 
it is absolutely impossible for them to teach effectively the 
large classes who place themselves under their guidance; 
grants for apparatus, and enlarged accommodation for the 
extension of original research — these are subjects which must 
occupy the attention of any committee appointed to inquire 
into the existing state of education. It is now pretty 
generally admitted by scientific men that no exclusively 
scientific education can meet our present requirements. On 
the Continent it is felt that it is only in universities and 
schools where all branches of knowledge are taught, that a 
really scientific education can be given ; and we are glad to 
