392 PHYSIOLOGY : ITS PLACE IN EDUCATION*. 
made in this direction receives the support it deserves, the 
outlines of the science of life will in a few years become as 
familiar in an educational establishment as the elements of 
history or geometry. Already we see pleasing signs of this 
recognition of useful knowledge. For some years past, 
indeed, there have not been wanting men — among whom the 
brothers Combe of Edinburgh hold an honorable place — 
who have laboured to disseminate a general knowledge of 
physiology. The Society of Arts, also, have endeavoured to 
promote the study of this science among the members of 
mechanics’ institutes, by enrolling it among the subjects on 
which they hold annual examinations. The University of 
London has, from the beginning, required a knowdedge of 
physiology from candidates for degrees in arts. In the 
University of Oxford, w 7 e learn from Dr. Acland’s pamphlet, 
dated December, 1857, that — 
<c In the grammar school at Magdalen College, the head 
master, the Rev. J. E. Millard, has permitted the introduc- 
tion of physiology during the past term as an experiment. 
An examination was held at the end of term by the teacher, 
Mr. Griffiths, of Jesus College.” 
This example is highly creditable to the University of 
Oxford ; and we trust to see it followed everywhere ; for it 
is from the systematic adoption of physiology as a branch of 
general education that useful results must be expected, rather 
than from the desultory manner in wffiich this knowledge 
has hitherto been imparted to the public. Our large public 
schools w 7 ill bear much reform in this direction. Even in 
the Royal Medical Benevolent College, a primary object of 
wffiich is the education of sons of medical men, and which 
is chiefly managed by members of the profession, physiology 
(and, indeed, all natural science) is strangely omitted from 
the regular curriculum of study, and is apparently as com- 
pletely ignored as at Harrow 7 or Eton. These great insti- 
tutions w r ould gain a vast addition to their present reputation 
by the spontaneous introduction of natural science; that 
they must sooner or later introduce it, will be an inevitable 
result of the educational movement now 7 in progress. 
There are no doubt many objections which may be raised 
against the introduction of physiology into schools ; but 
none which may not be met. It may be said, that it would 
be adding to the already overloaded curriculum of education ; 
that it would be in itself an infringement of the physiological 
principle that the mind (like any other organ) cannot be 
overburdened without danger. All this might be quite true, 
if it were proposed merely to superadd physiology to the 
