1876 .] Encouragement of Scientific Research. 491 
tion with any branch of science in the course. It would be 
a healthy change if, instead of speaking of a student 
“ reading ” for this or the other degree, we could ever come 
to speak of his “ working ” for it. 
We have spoken of the system of competitive examina- 
tions as a Chinese invention ; but it has also another root. 
As one of the essayists before us observes — “ The introduc- 
tion of the system of emulation into the higher studies is 
historically traceable to the Jesuits. The adoption of the 
principle of perpetual supervision of repeated examinations, 
of weekly exercises, produced marvellous effects in the 
Jesuit colleges. It was not till the first half of the eighteenth 
century that opinion began to turn. It was then found that 
beneath this brilliant show of college exercises and prizes 
was concealed a starved and shrivelled understanding. The 
work done in class was pattern-work, but the pupil whom 
the institution turned out was a washed-out, frivolous, su- 
perficial being.” Whilst fully recognising that such must 
be the result in every seat of learning where examinations 
are made a leading feature,* we believe that the Jesuits in- 
troduced into their system one arrangement in which 
English colleges are exceptionally deficient. They recog- 
nised the extreme diversity of individual tastes and abilities, 
and the no less indisputable truth that there are many dis- 
tinct methods for effecting the discipline of the intellect. 
They consequently did not force every pupil through one 
undeviating course, but gave him his choice between equi- 
valent studies. 
' In this country science has been hardly dealt with, both 
by its friends and its enemies. The former have urged its 
claims rather on the score of utilitarian results than as a 
means of mental training ; and the latter, without a particle 
of evidence, have assumed its inferiority. In Germany spe- 
cialism begins at the very gate of the university, and the 
student selects at once his faculty. That this arrangement 
facilitates profound scientific research we feel certain. 
In the following passage Prof. Max Muller, substantially 
and most ably, pleads for the kind of university reform 
which we have been proposing ; — “ Whatever fellowships 
were intended to be, they were never intended to be mere 
* We have known a college where examinations were held at quite irregular 
intervals, without even an hour’s previous warning. This stratagem rendered 
cram, and indeed every form of special preparation, impossible, and gave the 
heads of the establishment a far clearer insight into the attainments and 
powers of their students than could be obtained by any other form of exami- 
nation. 
