I884.J 
301 
Analyses of Books. 
systems of scientific and technical education which obtain 
respectively in England and in Germany. Our system is through- 
out examinational. The student is constantly preparing for some 
examination which he must necessarily “ pass.” The teacher 
in all cases at least which come under the control of the Depart- 
ment — is paid by what are misnamed “ results ” ; that is, by the 
number of his pupils who succeed in “ passing.” As long as 
this system prevails the English student and the English teacher 
are alike powerless. 
The German system of science-teaching is totally different. 
A young man enters a university, and attends the class-room and 
laboratory of Professor M. or N. If he shows zeal, industry, 
and intelligence, the Professor, who keeps a watchful eye on every 
student, gives him some idea to work out experimentally, and 
assists him with advice and suggestions. When the investiga- 
tion is completed it is sent for publication to one of the scientific 
journals, and the youth sees his name bracketted with that of a 
Hofmann, a Baeyer, a Kolbe, &c. More and more difficult pro- 
blems are placed in his hands, and the assistance of the Professor 
is gradually withdrawn till he feels himself fully capable of ori- 
ginal research, whether in speculative or applied chemistry. It 
is the interest of the Professor to detedt, train, and bring out 
ability. The researches and discoveries made by his class are 
his “ results.” The more numerous and important such re- 
searches, the more students flock to his laboratory and his ledtures. 
Rival universities contend for his services, and Government 
awards him public honours. Is it not plain as daylight that 
students thus trained must have more original, suggestive minds, 
and must be of more use in a chemical manufactory, than those 
whose great aim has been to pass examinations ? To Prof. Tilden’s 
question, “ What more do we want ? ” the reply is simple. We 
want abrogation of “ payment by results,” and of the examina- 
tional system altogether. But to that system we cling 
“ Like a torpid bat 
To a dead bough.” 
It is painful to hear eminent men complaining that in these 
days men study not to know, but to pass, and yet themselves 
take the “ devil’s arles ” for upholding this delusion. 
Mr. Evans read an interesting paper on “ Feathers,” and re- 
gretted the wanton slaughter of thousands of harmless birds at 
the didtates of fashion. Had we our will no modiste would dare 
to offer for sale the feathers of humming-birds, trogons, birds of 
Paradise, &c. 
