1876.] Encouragement of Scientific Research. 475 
the age, but merely to pass certain examinations better than 
their competitors, what is the use of the eminence of a 
professor ? How many additional students has the reputa- 
tion of Dr. Max Muller or of Dr. Odling drawn to Oxford, 
and how much would the number be increased if the merits 
and the achievements of these two distinguished men were 
multiplied tenfold ? The matter lies in the proverbial nut- 
shell. The English professor does not “ work ” because he 
has no adequate motive. Nay, we are far from sure that he 
has not very direCt motives for idleness. In a university 
where “ original researchers ” are not wanted, it is very 
possible that a professor who should succeed in breathing an 
intense intellectual life into the dry bones around him, 
would not soon be made to feel extremely uncomfortable and 
out of place. 
But if the universities fail to encourage, or rather if they 
pointedly discourage, original investigation— there are, it 
may be said, other establishments founded for the very 
purpose of training up students for aCtual scientific research. 
We will name, for instance, the School of Mines and the 
Royal College of Chemistry. It is far from our objeCt to 
bring any charges against either the constitution or the 
management of these establishments, although we believe 
that they are guilty of one sin of omission in common with 
the universities. But we must draw an odious comparison. 
It is well known that at such establishments as the Poly- 
technic School of Aix-la-Chapelle, a sound scientific training 
such as will fit the recipient for a career of research, as well 
as for the practical application of physics, chemistiy, &c., 
to the arts and manufactures can be had for about £10 to 
£12 yearly. A similar education in England will be found 
very much more costly. 
But let us suppose that whether at school, at the university, 
or at the establishments last-mentioned, a young man has 
contrived to acquire a sound, scientific training. Let him 
possess the natural qualifications needful, and let his tastes 
urge him strongly in the direction of scientific inquiry. 
Shall he— can he— devote his life to the advancement of 
physics, chemistry, or biology ? The answer is too ready. 
His friends will tell him bluntly, but unfortunately with 
perfect truth, that “ research does not pay.” Except, 
therefore, he possesses independent means, he must abandon 
his project, or, at the best, effect an unsatisfactory com- 
promise. Of course, if research is to be practically confined 
to the few, who, with the needful faculties, tastes, and 
training, combine the advantages of fortune, we need not 
