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Cornell University Library 
 arW38203 
 
 On some defects in general education 
 
 3 1924 031 759 040 
 olin,anx 
 
On some defects 
 
 GENERAL EDUCATION. 
 
ON SOME DEFECTS 
 
 GENERAL EDUCATION 
 
 THE HUNTERIAN ORATION 
 OF THE ROYAL COLLEGE OF SURGEONS FOR 1869. 
 
 RICHARD QUAIN, F.R.S. 
 
 PRESIDENT OF THE COLLEGE. 
 
 foitban : 
 
 MACMILLAN AND CO. 
 
 1870. 
 I' 
 
 [The Right of Tratislatiau and Reproduction is reserved.] 
 
/^CORNELL% 
 i UNIVERSITY 
 \LIBRARY 
 
 LONDON : 
 
 R. CLAY, SONS, AND TAYLOR, PRINTERS, 
 
 BREAD STREET HILL. 
 
PREFACE. 
 
 Having had the honour to be charged by the 
 College of Surgeons with the delivery of the bien- 
 nial Hunterian Oration in the year 1869, I availed 
 myself of the occasion to bring under notice some 
 defects in the general education of the country, which 
 in my opinion affect injuriously all classes of the 
 people, and not least the members of my own 
 profession. The Address then delivered is now pub- 
 lished according to usage. The earlier pages of it 
 contain a short notice of the genius and the labours 
 of John Hunter ; but the subject of Education will 
 be found to occupy the larger part — from page 12 
 to the end. 
 
 In order to justify the statements of fact, and 
 to support the opinions I have advanced, I have 
 added notes ; a few in the form of foot-notes, but 
 
PREFACE. 
 
 the larger part following the text (pp. 87 — 112). 
 The notes are taken from the 'Reports' and the 
 ' Evidence ' published by Royal Commissions spe- 
 cially appointed to inquire into the state of Edu- 
 cation and the principal Educational Institutions 
 throughout the country, and from the published 
 opinions of men who, for the most part, hold, or 
 have held, eminent positions in connexion with 
 public education. 
 
HUNTERIAN ORATION. 
 
 DEFECTS IN GENERAL EDUCATION. 
 
 When arrangements were made for the meet- 
 ings of which one occurs to-day, the intention 
 was stated to be that of " showing a lasting 
 mark of respect to the memory of John Hunter, 
 
 ■ which shall, at the same time, express the very 
 high sense they (the founders) entertain of the 
 very , liberal conduct of the Royal College of 
 Surgeons in supporting and preserving the 
 Hunterian Collection." It was at the time 
 doubtless contemplated that the respect so set 
 forth should be shown chiefly by a discourse upon 
 the labours and the merits of the founder of the 
 
 r Museum. But, since that period, almost every 
 aspect of the genius and industry of Hunter has 
 been placed before such meetings as the present. 
 
 .The story of his life has been told more than 
 once ; his writings have been collected and made 
 easily accessible ; above all, the collecition in the 
 Museum has been described in the catalogues 
 
 Object oj 
 the Address 
 
 y 
 
JOHN HUNTER. 
 
 With the 
 A rtny. 
 
 prepared for this College. Considering, then, 
 what has been published in those many volumes, 
 and what has passed from those volumes into the 
 common knowledge of our profession, I feel that 
 I could but borrow from one source and another 
 already in print, were I to dwell at any length 
 upon the labours and the influence of Hunter. 
 Nevertheless, some few facts may be stated — 
 stated again, if it must be — for there will always 
 be facts in the career of one so original, and 
 so singiilairly placed, to fix the attention again 
 and again of those looking at all narrowly into 
 his history. 
 
 Having at the outset of his career worked 
 most assiduously during ten years in assisting his 
 brother — as a teacher of anatomy — ^and in the 
 hospital,^ Hunter became unwell, and a warmer 
 climate being advised, he sought and obtained 
 an appointment as surgeon in the army, which 
 at the time was on active service. Two years, 
 1761-63, were very profitably spent' at the seat 
 of war. Observations were made which resulted 
 in the work on gunshot wounds.^ Those few 
 busy years were occupied also with that other 
 pursuit which, in combination with the observa- 
 
 1 His custom was to work in the dissecting-room during the 
 winter, and in the hospital during the summer months. 
 
 2 "A Treatise on the Blood, Inflammation,, and Gunshot 
 Wounds." Vol. iii. of " The Works of John Hunter, F.R.S." 
 Edited by J. R Palmer. 
 
HIS FIRST COLLECTION OF PREPARATIONS. 
 
 ,tion of disease, was ever after to engage all 
 his attention — "A manuscript catalogue in Mr. 
 Hunter's handwriting, probably written soon 
 after his return from Portugal in the year 1763, 
 briefly defines the nature of about 200 specimens 
 
 , of morbid structure, and of others marked beasts, 
 
 .lizards, and snakes — the specimens of natural 
 history collected for the most part in Portugal, 
 Spain, and Belleisle. This was the germ of the 
 future Hunterian Collection, and the foundation 
 of its several departments."^ And now the 
 Army Surgeon, with 200 prepsfrations arranged 
 in order, had formed the plan of his life. In 
 
 .,the language of one of his pupils, he returned 
 to -England from the army "with his mind 
 
 .teeming with knowledge and full of great de- 
 signs, determined to display the structure and 
 to investigate the functions of living beings in 
 general in the states of health and disease." . . . 
 " He allowed himself but five hours' daily rest 
 during the remainder of his life." ^ He had to 
 create his own museum, to procure all the 
 materials, to bear all the expenses. 
 
 ' Richard Owen, F.R.S., in "Descriptive and Illustrative 
 Catalogue of the Physiological Series contained in the Museum 
 of the Royal College of Surgeons," vol. v. p. 9. 1840. 
 
 2 "Physiological Lectures, exhibiting a General View of Mr. 
 Hunter's ' Physiology,' . . . delivered before the Royal College 
 of Surgeons in the year 1817, by John Abernethy,' F.R.S." 
 p. II. 1817. 
 
 B 2 
 
 The germ 
 of the 
 
 I/nnter's 
 plaits. 
 
JOHN HUNTER. 
 
 Pepetident 
 oil his own 
 resources. 
 
 As Physiolo- 
 iist and 
 Surgeon. 
 
 What was supplied to other naturalists from 
 the national funds, as to his contemporaries, 
 BufTon and Dauberitotl, in France (there were no 
 naturalists in England), Hiiriter had to procure 
 by his own exertions in the practice of his pro- 
 fession as a surgeon : so that during the rest' of 
 his life he may be said to have done the work 
 of two professions, two occupations, which would 
 in that time, as now, amply employ two vigorous 
 minds. Withal he pursued his course alorie, 
 without help, without even the approval or 
 sympathy of other men. "Few," we are told, 
 " perceived the ultimate aim of his pursuits." 
 "His inquiries into the structure of the lower 
 kinds of animals were regarded as works of un- 
 profitable curiosity, and no one felt an interest 
 in them : therefore (continues his pupil), without 
 the solace of sympathy or encouragement of 
 approbation, without collateral assistance, did 
 he labour to perfect his designs." ^ And so he 
 continued to the end. 
 
 His aim was different from that of other men 
 cultivating natural science, and his means were 
 different. He stood alone while living, and his 
 name stands now alone, as that of the first and 
 greatest Physiologist and Surgeon combined, of 
 all time. It might be truly said of Hunter, in 
 some sort as ha^s been written of one of the 
 
 ' Abemethy, loc. cit. 
 
HIS MUSEUM. 
 
 foremost of his contemporaries, one great with 
 a very different kind of greatness, — he was dis- 
 tinguished by qualities great in their separate 
 excellence, unrivalled in their combination. 
 
 Hunter's greatest work — the Museum, the 
 basis of all his other works, that which has 
 been progressive in other hands^was not fully 
 appreciated by any one during his life, nor, 
 indeed, till several years after. He himself and 
 his immediate pupils recognised no other object 
 in the collection than that of ascertaining the 
 functions of organs, or physiology, with the sole 
 aim of applying that knowledge to the advance- 
 ment of practical surgery. Hence, when the 
 President of the Royal Society, after Hunter's 
 death, was asked to use his influence with the 
 Government in order that the collection might 
 be purchased for the State, he declined to do so. 
 " Had I," he wrote, " thought my friend John 
 Hunter's collection an object of importance to 
 the general study of natural history, or indeed 
 to any branch of science except to that of 
 Medicine, two years would not have elapsed 
 without my having taken an active part in re- 
 commending to th^ public the measure of 
 purchasing it."^ 
 
 1 Reply of Sir Joseph Banks to Lord Auckland in '.' The 
 Works of John Hunter," Edited by Palmer. Vol. i. p. 141. 
 
 Several years had elapsed after Hunter's death when the 
 Parliament instituted an inquiry respecting the Museum, and 
 
 Musettni 
 long not 
 fully apprc- 
 cuited. 
 
 Opinion of 
 Sir J. 
 Baiiks 
 
HUNTER'S MUSEUM. 
 
 In possession 
 of College of 
 Surgeons. 
 
 •Its condi- 
 tion. 
 
 No Cata- 
 logjte. 
 
 It should, however, be borne in mind, that at 
 that time the collection was not adequately dis- 
 played for examination, the whole having been 
 then crowded up into a small space. Moreover, 
 there was no catalogue. When the Museum 
 came into the possession of the College of 
 Sui^eons, though there were many very impor- 
 tant notes and memoranda written or dictated 
 by Hunter, and though the excellent Mr. Clift; 
 Hunter's assistant, who possessed much acquain- 
 tance with the collection and its founder, con- 
 tinued hfs services to the College, there was no 
 exposition of the whole. Indeed, with regard' 
 to no small number of the objects, there was 
 not any written indication of their nature-^ 
 nothing to' serve as a clue respecting them, 
 beyond their position among other objects.^ 
 
 decided on purchasing it. In the interval the chief Minister ot 
 the day, Mr. Pitt, liad been applied to, to exercise his influence 
 towards that object. He refused his assistance," adding "Buy 
 preparations ! I have not money enough to buy powrder." Ibid. 
 
 P- 137- 
 
 In somewhat the same spirit, and linder the same circum- 
 stances — war being then afoot — the King of Prussia, when soli- 
 cited to procure for the State an anatomical museum, the gemi 
 of the present Museum of the University at Berlin — Walther's, I 
 ; believe — absolutely refused, until he was assured that the objects 
 i in the collection would give material help in teadiing surgeons 
 I for the army ; whereupon he immediately ordered the purchase. 
 This fact is mentioned on the authority of a personal statement 
 to me in the Museum many years' ago by PrOfessoif MuUer,' Who 
 was then its Conservator.' 
 ' 1 " Work's;" vol. i. p. 155." 
 
THE CATALOGUES. 
 
 Nor were there any men who, by reason of 
 work already done or knowledge already ac- 
 qxiired, could have been invited to prepare 
 catalogues, for throughout the country there 
 was no school of natural knowledge-— no recog- 
 nition of such knowledge in any place of educa- 
 tion. There was no collection like Hunter's — 
 nothing like it, or second to it — in which the 
 necessary acquaintance with the subjects could 
 have been acquired. Hence a long delay in the 
 construction of the catalogues. Hence those 
 who were to engage in the undertaking had 
 first to build themselves up in knowledge to the 
 level of their work amid the objects they were 
 to expound; and not seldom to undertake 
 new investigations, so as to throw the light of 
 other facts on what was obscure. In short, the 
 expositors had to educate themselves in the 
 Museum, and even add not inconsiderably to 
 the collection, in order adequately to accomplish 
 the task of the catalogues. Some understand- 
 ing of the extent and various kinds of the 
 knowledge illustrated in the Museum may be 
 formed from the fact that the labours of several 
 editors — men of eminent ability and varied 
 scientific pursuits — were combined to accomplish 
 the work. The term ' catalogue,' in truth, but 
 imperfectly expresses the scientific work con,- 
 tained in those many volumes. 
 
 Difficulty of 
 fortiting the 
 Catalogues, 
 
THE CATALOGUES. 
 
 Recent 
 
 indg-mejit 
 
 respecting 
 
 Mitseitin 
 
 and 
 
 Catalogues. 
 
 When at length the exposition was completed, 
 the judgment formed by naturahsts of the scien- 
 tific value of the Museum was very different; 
 from that expressed by the President of the 
 Royal Society in Hunter's time. In his address 
 to " The British Association for the Advance- 
 ment of Science " in Augtist last, the President 
 iof the Association, treating of museums and 
 their value for the instruction of the peopler,. 
 after speaking of his obligations in early life to 
 "that now unrivalled series of catalogues," and.i 
 personally to one of the editors, or authors more 
 properly, Mr. Owen, continues in these words > 
 " From the Museum of the Royal College of 
 Surgeons the national and provincial museums 
 of England have much to learn and to copy;, 
 and, thanks to the wisdom and munificence of 
 the Council of the College, and to the zeal and 
 ability of the present Conservator, Mr. Flower, 
 it retains the position it attained thirty years 
 ago, of being the best and richest institution; of 
 the kind in Europe." ^ 
 
 Meanwhile, Hunter's Museum has long ceased 
 !to count for more than a portion of the whole, 
 insomuch that now the original collection is 
 computed to constitute one-third of the present 
 
 ^ "Address to the British Association for the Advancement 
 of .Science, by the President, Joseph D. Hooker, at Norwich, 
 1868," p. 13. 
 
MUSEUM OF COLLEGE OF SURGEONS. 
 
 Museum of the College of Surgeons. Much 
 progress then has been made. Progress has 
 been continuous ; and, indeed, to preserve the 
 character of the Museum, progress must be con- 
 tinuous. It must advance with the advance of 
 knowledge. I would point your attention to a 
 single example of progress recently made^-- 
 made under my own observation — made with- 
 out adding to the stores of the College. From 
 a large number of objects preserved in the store- 
 rooms — bones of animals insufficient for the 
 construction of skeletons — individual pieces have 
 been selected and placed together in regular suc- 
 cession, so that the history of the form which any 
 single bone assumes throughout the vertebrate 
 series of animals is seen at a glance. With the 
 help of this arrangement,. the place in nature and 
 the natural affinities of any single bone or part of 
 a bone, in the hands of an anatomist or palaeon- 
 tologist, will readily be found.. I need not dwell 
 on the significance of facts so arranged. The 
 harmony of plan in nature with exceeding di- 
 versity of detail, associated with corresponding 
 diversity of function, will at once occur to those 
 whom I have the honour to address.^ The idea 
 
 1 \ foreign naturalist visiting the Museum a month ago re- 
 mained for a time silent before a part of the series, while appa- 
 rently the whole process of thought suggested to his informed 
 understanding, by those ordered facts passed through his mind. 
 He then said, ' How eloquent it is !' [Que c'est Uoquent I) 
 
 Iinproz'e- 
 fnent con- 
 Hnuous. 
 
lo 
 
 MUSEUM OF COLLEGE OF SURGEONS.. 
 
 'Cast of. 
 
 Library. 
 
 of SO converting to a useful purpose what before 
 ,lay unused originated with the present able, 
 ■thoughtful and conscientious Conservator, Mr. 
 Flo#er ; and by him the whole arrangement has 
 ibeen cafried out. 
 
 While progress has thus been made, while the; 
 collection has become threefold larger, while the 
 catalogues have been completed, you will not 
 expect that all has been done without propor- 
 itionate expense. A short statement will serve", 
 to exhibit this not unimportant part of the 
 subject 
 
 The State paid for the purchase ot 
 Hunter's Museum, and in contribu- 
 tions towards the building,, in sums 
 spread over fifty years 
 
 This College has paid for buildings — the 
 greater part being appropriated to the 
 Museum , . . t . 
 
 For the maintenance of the Museum, 
 for purchase of various additions, 
 and Lectures illustrated by it . , 
 
 S7.00O 
 
 £. 
 i7,ooo 
 
 161,000 
 
 248,000 
 
 The cost of the Museum to the College has 
 in recent years been annually about ;^2,8oo. 
 
 That necessary complement of a great Mu- 
 seum, the Library, which in its kind is at least 
 proportioned to the extent and value of the 
 Museum, is maintained at a cost of over 
 £,T^o a year. 
 
 As might be expected, the Museum and the 
 
HUNTER AS PHYSIOLOGIST. 
 
 Library are open to the whole profession, and 
 to all scientific inquirers^to the public as well. 
 
 I have the less difficulty in referring to the 
 facts now placed under your notice, because I 
 know that the credit of the management, if 
 credit be allowed, and the responsibility, are not 
 to be assigned to those who are now the govern- 
 ing body, but to those able men who in times 
 past devoted much time and thought to the 
 affairs of this College. 
 
 Of Hunter as a Physiologist a few words : — 
 His conceptions of the animal economy far 
 outran the knowledge of his age. It is in 
 reference to his age that every man must be 
 judged. By infinite original labour and far- 
 reaching thought he did all that man could do 
 to make organs themselves, observed on the 
 largest scale, in the va:rious phases they present 
 in the animal kingdom, and in the changes they 
 undergo in individual bodies from time to time, 
 explain their functions ; not without the aid of 
 experiments well devised to settle or to widen 
 doubts and thoughts suggested by anatomical 
 Inspection. Much beyond this he could not go, 
 for he lacked that knowledge of Nature which 
 physicists arid chemists have gained for us since 
 his time. He was well stricken in years when 
 the first great step was made in animal chemistry 
 -^whenr Lavoisier, going on where Black had 
 
 Character- 
 istics. 
 
 Natural 
 Science in 
 his time. 
 
ADVANCES IN NATURAL SCIENCE. 
 
 Recent 
 progress. 
 
 C kemistry 
 of life. 
 
 Physiology 
 and other 
 sciences. 
 
 stopped, gave to the. world his solution of the 
 chemistry of respiration. The chemistry, of 
 life, though it- be less than a hundred years 
 old, and in many of its- greater triunaphs less 
 than half that age, haS: made vast additions to 
 our knowledge of respiration, of digestion, of 
 oxidation working its effects throughout, the 
 system. By the labours of chemists and phy- 
 sicists, or of physiologists working by chemical 
 and physical methods, many phenomena, before 
 vaguely assigned to vital action or to a vital 
 principle, have been shown to be the results of 
 complex and yet ordinary chernical or physical 
 processes. Year by year the line whic^i marks, or 
 is supposed to niark, the boundary of the king- 
 dom where vital force reigns absolute has been 
 driven farther and farther back ; while in these 
 later yea,rs the doctrine of the " Conservation of 
 Force " has passed the limits, and proclaimed 
 the kinship and convertibility of all the forces 
 of nature of what kind soever. 
 
 Now, the advan,ces in physiology are only 
 a small portion of those which have been made 
 in various directions under the influence of the 
 same sciences^physics and chemistry. Other 
 sciences also, have been equally advanced at 
 the same time^astronomy, geology, all natural 
 spiences, in short, having made marvellous addi- 
 tions to our stores. But of all this knowledge 
 
CHIEF OBJECT OF ADDRESS STATED. 
 
 13 
 
 of Nature and Nature's laws our national 
 education takes no heed. Of no class of our 
 people does the general instruction include, as 
 an essential part of it, the natural sciences in 
 ■ any form ; and hence general education through- 
 out the country is insufficient for the purposes 
 of any class of the community. 
 
 To fix attention on the defects in the intel- 
 lectual training of all classes of the people, and 
 
 on the hindrances to the removal of those; 
 
 1 
 
 defects, is the main purpose of this address — 
 the sole purpose of the remainder of it. In 
 furtherance of the plan I have traced out foi 
 myself, I would first advert, very briefly, tci 
 the hindrances which stopped improvement in 
 ancient times. A few facts drawn from the 
 history of one of our own subjects will serve 
 my purpose here; and while the retrospect 
 will perhaps sufficiently illustrate the prevailing 
 spirit of those ancient times, it will at the same 
 time indicate the origin of the system which 
 has existed for centuries, and is still almost 
 unchanged amongst us. 
 
 There had been intellectual progress as early 
 as three or four centuries before the Christian 
 era, under the influence of Plato, Aristotle, 
 Hippocrates, and in the school of Alexandria.^ 
 
 1 It is recorded that people went from Rome to the school of 
 Alexandria in order to study the human skeleton. ' In our science 
 
 Defective 
 education 0/ 
 all classes 
 
 Early in- 
 tellectual 
 progress. , 
 
14 
 
 ANCIENT HINDRANCE TO PROGRESS. 
 
 Progress 
 ceases for 
 many 
 centuries. 
 
 But from that time (says the historian of in- 
 ductive science) no material advance was made 
 in science. "What great men had already 
 taught mankind was perverted or forgotten by 
 their degenerate followers. The schools for the 
 philosophers resounded with systems old and 
 new,' with wranglings and boastings ; but this 
 availed not to urge on the intellectual pro- 
 gress of man, or even to prevent his sliding 
 backwards. The mechanical truths which had 
 been brought to light at an earlier time were 
 overgrown with the rank vegetation of later 
 days, and lost sight of, and were not resumed 
 and pursued till a thousand years and half a 
 second thousand had elapsed. It is a manifest 
 mistake to ascribe the decay of. science to the 
 incursions of the northern nations. Science was 
 dead, and literature mortally smitten, before 
 the external pressure was felt. But the , study 
 of speculative philosophy, as the business of 
 cultured men, survived. Still the intellectual 
 world grew darker and darker. 'Light after 
 light goes out, and all is night.' In vain do 
 
 that school receives its chief distinction from the names of 
 Herophilus and Erasistratus, who were contemporaries {temf. 
 about 340 B.C.). Both dissected the human body. The former 
 is reputed to have been tlie first who did so. Both added much 
 to the knowledge of anatomy by original accurate observation ; 
 yet our acquaintance with their labours comes chiefly through 
 fragments preserved by Galen. 
 
EXAMPLE. 
 
 IS 
 
 the schoolmen of the Middle Ages build system 
 upon system'," &c.^ j 
 
 That condition of the intellect in the schools 
 and among educated men of the period had its 
 influence on the Medical Profession ; and, in- 
 deed, all history shows medicine reflecting in 
 
 ■its various aspects the philosophy of the timeJ 
 
 • And so it might he expected to do, for the men 
 of that profession had their ; training in th^ 
 
 -schools, and were necessarily affected, as others 
 
 .were, by the prevailing, system. I 
 
 Submission to authority, with its attendant 
 
 cessation of all real progress in knowledge, is a 
 
 prominent characteristic of that dark period] 
 
 - and of the mental condition^ engendered by the 
 
 mere study of language and of speculations, howt 
 
 ever ingenious. Reference to the history of a 
 
 single man will illustrate that statement : — 
 
 Galen lived in the second century. His ana- 
 
 1 tomical works possessed much merit for the time 
 in which they were written ; and they became, the 
 sole, the unquestioned authority, admitted in all 
 
 .schools up to the sixteenth century. It was 
 then that Vesalius appeared. He is the most 
 
 •remarkable person in the history of human 
 anatomy. At an early age he seems to have 
 
 ' "On the Principles of Englisli University Education," by 
 the Rev. William Whewell, Fellow and Tutor of Trinity College; 
 Cambridge, author of "A History of the Inductive. Sciences." 
 Second Edition. 1838. 
 
 State of 
 thoiigkt in 
 the schools 
 affects 
 medicine. 
 
 Submission 
 to authority. 
 
 Gaien. 
 
 Vesnliii 
 
■16 
 
 V£S ALIUS. 
 
 His charac- 
 tey atid 
 and labours. 
 
 Corrects 
 Galen. 
 
 been drawn, so to say, by an irresistible passion 
 towards the study of anatomy. He sought the 
 means of cultivating his favourite science with 
 incredible ardour. In his time, and for long 
 ages, the study of human anatomy was dis- 
 countenanced and rendered impossible by the 
 customs respecting sepulture and the psycho- 
 logical notions of almost all people — impossible 
 except to a daring enthusiast. Such Vesalius 
 was. " Per oinne genus periculi, perque ferrum 
 fere et ignes, cadavera sibi comparavit" says of 
 him the great historian of anatomy.^ As a 
 teacher, he himself tells us that for a time he 
 had, like other men, been a commentator upon 
 Galen ; but, at length having found that the 
 great authority who ruled with unquestioned 
 sway for nearly fourteen hundred years was 
 often in error, having found his description of 
 parts to have been taken, not from the examina- 
 tion of man, but of other animals, he proclaimed 
 his conviction of the existence of many errors in 
 Galen's work.^ He resolved to write a treatise 
 
 1 "Bibliotlieca Anatomica, auctore Alberto von Haller." 
 Tom. i. p. 1 80. 1774. 
 
 2 "Atq; ita huic uniuersi fide dedere, ut nullus repertus sit 
 medicus, qui in Galeni anatomicis uoluminibus uel leuissimu 
 quidem lapsum unqua deprehensum esse, multoq; minus depre- 
 liendi posse censuerit : quum interim (prseterquam qu6d Galenus 
 se frequenter corrigit, suamq; diligentia in quibusdam libris 
 comissam, in alijs, postea exercitatior redditus, non semel iudi- 
 cat, contrariaq; subinde docet), nobis mod6 ex renata dissec- 
 
ACCUSATION OF CRIME. 
 
 17 
 
 on the structure of the human body, and he 
 completed, before he had reached his twenty- 
 ninth year, that work which is, in fact, the 
 foundation of all works on human anatomy. 
 But now came his miseries. He, had exa- 
 mined the human body, he had rebelled against 
 the sovereignty of Galen ; he was accused 
 of having opened a living body. He died 
 miserably from shipwreck while making a pil- 
 grimage to expiate the imputation of wrong- 
 doing.^ 
 
 tionis arte, diligentiq; Galeni libroni prcelectione, & in ple- 
 risqu; locis eorunde iion poenitenda restitatione constet, 
 nunqua ipsum, nuper mortuu corpus humanu resecuisse." — 
 (" Andrese Vesalii Bruxellensis de Humani Corporis fabrica 
 Libri septem." — " Ad divum Carolum quintum . . . Prsefatio," 
 p. 4. Basileas, 1542.) 
 
 1 An illustration or two may be mentioned here of the oppo- 
 sition raised against the study of human anatomy, and of the 
 sources from which it emanated, in the time of Vesalius and many 
 centuries before liis time. 1°. Sylvius, a, leading professor at 
 Paris, whose teaching Vesalius had followed for a time, wi-ote a 
 commentary on tlie labours of his former pupil, which will be 
 sufficiently characterised by the title given to the publication by 
 the author : " Vaesani cujusdam calumniarum in Hippocratis 
 Galenique rem anatomicam depulsio." (1555.) 2°. Respecting 
 the labours of Heropliilus, already referred to as having been an 
 ardent and successful student of anatomy in the school of Alex- 
 andria, as early as 340 B.C., TertuUian, a convert to Christianity 
 and a father of the Church, so named, wrote {temp, about 150 
 to 200 A.D.) a judgment, which has found a place in several 
 histories of medical science, and which may be quoted once 
 again on account of the evidence it affords of the spirit of the 
 
 time : " Herophilus, iste medicus aut lanius, qui sexcentos 
 
 homines exsecuit ut naturam scrutaretur ; qui hominem odijt ut 
 
 C 
 
 His trcatis. 
 onAmtlONy 
 
ANCIENT HINDRANCE TO PROGRESS. 
 
 Example of 
 in -LoJidon. 
 
 But it may be said that was a solitary case, 
 from which, as a solitary case, no reasonable 
 inference may be drawn. Not so. About the 
 same time, in the year 1559, here in London, a 
 Doctor of Medicine of Oxford was summoned 
 before the College of Physicians, on the accusa- 
 tion of one of the Court Physicians of having 
 stated that Galen had erred ; and in the citation 
 it was set forth, that if he had not given a satis- 
 factory reply to the complaint before a certain 
 time, he was to be imprisoned {^' in carcerem de- 
 duci"). However, he made timely submission, 
 and in these terms : — " Ego Johajines Geynes 
 fateor Galenum, in its quce proposui contra eum, 
 non errasse." ^ And so we have seen how, under 
 the system prevailing in the schools, progress 
 was stopped for fourteen hundred years — how 
 the authority of a name, of a book, reigned 
 absolutely, and even over the minds of those 
 ministers of Nature, anatomists and physicians. 
 
 The best use of any part of the history of the 
 past is that it should afford us guidance as to 
 the present and the future. Has the lesson, 
 which a glance at two different periods in the 
 
 noscet ; nescio an omnia interna ejus liquido explorarit, ipsa 
 morte mutante quae vixerant, et morte non simplici, sed ipsa 
 inter artificia exsectionis errante.'' 
 
 1 " The Roll of the College of Physicians of London, &c." by 
 William Munk, M.D., Fellow of the College. Vol. L p. 57. 
 London, 1861. 
 
PRESENT INSTRUCTION IN SCHOOLS. 
 
 19 
 
 history of knowledge and of intellect teaches, 
 received any application in our system of school 
 and college instruction ? That history has not, 
 I fear it must be answered, been permitted to 
 exercise any useful influence whatever. 
 
 It is believed by many who are practically 
 conversant with the subject, and I most fully 
 share the beUef, that the early pjrt of life, the 
 school time, has long been spent, and is spent, 
 in pursuits which minister but little to the cul- 
 ture of the mind, or to the communication and 
 reception of knowledge useful to any class of 
 society in proportion to the time consumed.^ 
 But — and I make this statement very delibe- 
 rately — it is at that early period of life that the 
 first step, the almost, if not altogether, indis- 
 pensable step in healthy progress, must be taken, 
 whether in our profession or in the world at 
 large. The early training fitted for those in- 
 tended for the medical profession cannot be 
 parted, even in thought, from the early training 
 of those who are to be engaged in the legislative 
 profession, the clerical, the legal, or any other 
 
 1 " Of the time spent in school by the generality of boys, much 
 is absolutely thrown away as regards intellectual progress, either 
 from ineffective teaching, from the continued teaching of subjects 
 in which they cannot advance, or from idleness, or from a com- 
 bination of those causes." (}' Report of her Majesty's Commis- 
 sioners appointed to inquire into the Revenues and Management 
 of certain Colleges and Schools, and the Studies pursued and 
 Instruction given therein." Vol. i. p. 26. 1864.) 
 C 2 
 
 Defects of. 
 
 Training in 
 early life, ■ 
 
SYSTEM OF SCHOOLS. 
 
 Divided into 
 tiuo parts. 
 
 yudgment of 
 foreigners. 
 
 Oui-'f-school 
 part. 
 
 profession. Nor can it be separated from the 
 instruction of, those in any sphere of society 
 among the so-called educated classes. 
 
 At the threshold of any inquiry into this 
 subject, reference to the chief places of instruc- 
 tion for young people is necessary ; for the 
 system pursued in the chief colleges and 
 schools controls the teaching of all the youth 
 of the country. For the full appreciation of 
 the public school system, though to most of 
 those assembled here it be familia:r as house- 
 hold words, it ought to be looked at, however 
 briefly, as a whole, before any part is put to the 
 question. The system might, for my present 
 purpose, be said to consist of two divisions — all 
 the out-of-school proceedings being distinguished 
 from the instruction in school. 
 
 By foreigners the customs of the playground, 
 with the domestic arrangements in. masters' 
 houses, have been highly appreciated, the more 
 highly because of the contrast with the system 
 in their own schools. Some parts of our own 
 system, which . have received r-the special notice 
 and, on the whole, the approval of the same close 
 observers, may be enumerated as follows : — 
 
 The situation of the college or the school, 
 away from large towns and their neighbourhood, 
 "amid fields and shrubs and trees, which (they 
 tell us) the English love so much," — that situa- 
 
OUT-OF-SCHOOL SYSTEM. 
 
 tion instead of one, as in their land, between two 
 streets of a large town : the vigorous pastimes : 
 the freedom of the scholars to range at will in 
 the country with only the limits as to time and 
 to duties, instead of confinement within walls 
 and the formal walk abroad rank and file at 
 stated periods in the streets of a city : the 
 exercise of authority, too, by the elder boys, the 
 submission to that authority by the juniors — " an 
 economical but insufiicient arrangement for pre- 
 servation of order," say French Commissioners, 
 themselves teachers in schools — " an admirable 
 preparation for the business of life," says a French 
 statesman, for that self-government is in strong 
 contrast with the espionage of an inferior class of 
 ushers by day and by night among our foreign 
 neighbours. — The absence of control by the 
 central government of the country in schools 
 and colleges, all officials being elected by their 
 peers, even " as at the Institute of France," was 
 among the characteristics most valued in the 
 foreign statesman's view— he being a member of 
 the Institute, as he terms it, " one of the forty," 
 — the whole system, in his estimate of it, lead- 
 ing to independence of character and self- 
 reliance. " There is," says the statesman alluded 
 to, the Count de Montalembert, " a sight in 
 England rarer and grander than its parliament ; 
 a firmer guarantee for the stability of English 
 
 Opinions 
 of French 
 ivr iters. 
 
 M, de Mont- 
 alembert. 
 
OUT-OF-SCHOOL SYSTEM. 
 
 French Com- 
 missioners. 
 
 society than its representative government. 
 Other nations may imitate more or less closely 
 her political institutions, they cannot create the 
 faintest copy of the colleges and schools." ^ The 
 French Commissioners who last year reported 
 on the schools of England and Scotland, and 
 may be now engaged in completing their pro- 
 posed inquiries with respect to the Univer- 
 sities, seem to support M. de Montalembert's 
 conclusions as to the out-of-school system, with 
 the important exception of the "idolatry of 
 athletic sports," which they condemn. But those 
 Commissioners, nevertheless, conclude that " the 
 out-of-school" part of our system, though well 
 fitted to our condition, political and social, would 
 not suit the genius of the French people, to 
 whom, as " a military nation," the strictly mili- 
 tary arrangements of their own schools are, they 
 say, best adapted.^ 
 
 ^ "De I'Avenir politique de I'Angleterre," par le Comte de 
 Montalembert, I'un des quarante de I'Academie Fran^aise, p. 
 153. Third Edition. Paris, 1856. 
 
 2 " Nation sociale et militaire, nous nous plions volon tiers & 
 une discipline rigoureuse. Le college fran9ais est un regiment, fier 
 de son uniforme, docile 4 I'autorite tout en murmurant contra 
 elle, marchant au son du tambour et emportant au pas de charge 
 grec, latin, histoire, mathematiques. Cette jeune armee, grSce k 
 la vie commune, vit economiquement, comme il convient i une 
 nation bourgeoise ; elle a ses sous-officiers dans la personne des 
 maltres repdtiteurs ou maltres d'etude." ("De I'Enseignement 
 secondaire en Angleterre et en ficosse : Rapport, etc, par MM. 
 Demogeot et Montucci," p. 593. Paris, 1868.) 
 
INSTRUCTION IN SCHOOLS. 
 
 23 
 
 This view of the interior of another system 
 will, I doubt not, rather make us the more con- 
 tent in the main with our own, but, I hope, 
 without making us insensible to the grave evil 
 of its excesses. Of these something hereafter. 
 
 I will pass on to our school instruction : — 
 Of this the French Commissioners do not re- 
 port their approval. Indeed, their conclusion 
 is that we have long been stationary here, while 
 the world has been moving on. The words 
 "immobile Angleterre" are applied to our edu- 
 cational system, and we are said to be a 
 "self-taught" as well as a "self-governed" 
 people. 
 
 If any justification were needed for occupying 
 your attention with this subject, it would perhaps 
 be found in the fact, that several extended in- 
 quiries into the condition of colleges and schools 
 have been instituted by direction of the sove- 
 reign ; — it would be found in the large number of 
 large well-filled volumes upon the table devoted 
 to the results of those inquiries, and in the num- 
 ber and position of the public men who con- 
 ducted them. But most of all would I rest my 
 justification on the importance of the subject ; 
 on my own conviction of its importance to the 
 future well-being of the whole community, and of 
 our profession no less than any other part of 
 that community. 
 
 French Cottu 
 7nissioners. 
 
 Why subject 
 taken up 
 here. 
 
24 INSTRUCTION IN SCHOOLS ; EARL Y IIISTOR Y. 
 
 Latin 
 
 The system of instruction was instituted about 
 the time of the foundation of several of the 
 schools, in the sixteenth century : — the classical 
 languages and grammar being the subjects to 
 be taught. The phrase " grammar school " was 
 used, and that phrase was interpreted by our 
 highest law-court, even in this century, to mean 
 the teaching of the grammar of the classical 
 languages. At the time the schools were 
 founded, Latin was the language of the learned, 
 written and spoken. Even a century later John 
 Milton, who wrote and spoke Latin with much 
 skill — how he wrote English no one need say — 
 has told, in the story of part of his own life, 
 that, when about to visit the Continent of 
 Europe in early life, he practised the foreign 
 pronunciation of Latin in order to communicate 
 the more easily with the learned of various 
 continental countries.'- 
 
 So, too, all writing — for instance on anatomy 
 and other medical subjects — at the same period, 
 
 ^ Of teaching boys he says to "Master Samuel Hartlib," to 
 whom the tract is addressed : " Their speech is to be fashioned 
 to a distinct and clear pronuntiation, as near as may be to the 
 Italian, especially in the vowels. For we Englishmen being far 
 northerly do not open our mouths in the cold air wide enough 
 to grace a southern tongue ; but are observed by all other nations 
 to speak exceeding close and inward : So that to smatter Latine 
 with an English mouth, is as ill a hearing as Law French." 
 (" Of Education." The Prose Works of John Milton, vol. ii. 
 p. 3S5. London : Pickering, 1851.) 
 
THE LATIN LANGUAGE. 25 
 
 and for many centuries before it, so far as there 
 was any writing on anatomy and medicine, was 
 in the Latin language. Vesalius in the sixtfeerith 
 century, Harvey and Sydenham at a later period, 
 and most writers down to the middle of the last 
 century, used Latin. All the writings of the 
 admirable Haller, including his great " Elements 
 of Physiology," were in the same language. It 
 is curious to notice how even the names of 
 writers were then translated into a classical 
 fofm — usually a Latin one. It was the custom 
 of the time. Thus, Dubois, the contemporary 
 of Vesalius, became Sylvius, Rindfleisch Bucre- 
 tius, Stenson Stenonis, and so forth, while 
 Wittins, his family being of a place named 
 Wesel, became Vesalius. But in that olden 
 time, in the whole of the so-named Dark Ages, 
 there was a motive stronger than any considera- 
 tion for the learned and learning to enforce the 
 all but exclusive cultivation of the Latin lan- 
 guage. That motive existed in the fact that 
 Latin was considered the language of orthodox 
 theology. In the beginning of the sixteenth 
 century, Colet, then Dean of the Cathedral in 
 this neighbourhood, having founded and endowed 
 the school known as St. Paul's School, was ac- 
 cused, by the Bishop of London of the day, of 
 heterodoxy, one of the facts alleged in support 
 of the accusation being that he had translated 
 
 Used in 
 books. 
 
 The lan- 
 guage 0/ 
 orthodox 
 theology 
 
26 
 
 THE LATIN LANGUAGE. 
 
 Disused in 
 writing and 
 speakiMg. 
 
 the Lord's Prayer into English for the use of 
 the school.'^ 
 
 During all the time when Latin was the lan- 
 guage of the learned, the language of orthodoxy 
 and of prayer, that language was indispensable 
 to all but the commonest purposes of life ; and 
 one is not surprised to see that the classical 
 languages had the foremost place in school in- 
 struction then. But now, when the learned no 
 longer try to speak Latin or to write Latin, the 
 very same system is continued, and its continu- 
 ance as the chief means of instruction is justified 
 by various arguments. Thus it was stated before 
 one of the Royal Commissions by several wit- 
 nesses, — schoolmasters engaged all their lives as 
 learners and teachers under the present system, 
 that the great object to be attained in training 
 youth at school is not to communicate to them 
 interesting or useful knowledge so much as to 
 strengthen their minds by some instrument of 
 mental discipline ; and it was said that to ac- 
 complish that result (the discipline of youthful 
 minds) no mental exercise is comparable to the 
 study of the Latin Language and Grammar. 
 
 That reasoning, however, and all reasonings 
 of the kind are but arguments after the fact. 
 They are used now in support of a system long 
 
 ^ " Annals of St. Paul's Cathedral," by Henry Hart Milman, 
 D.D., late Dean of St. Paul's, London. 1868. 
 
THE LATIN GRAMMAR. 
 
 27 
 
 in existence, which had been formed on entirely 
 other grounds. But to look a little more closely 
 into the details. As to Grammar : — It has 
 been defined the logic or the philosophy of 
 language. It is a generalization of all known 
 facts. It is founded upon the accurate know- 
 ledge of the details of the language. Grammar 
 would be interesting and useful to one who had 
 already acquired an extensive acquaintance with 
 the language, and would help such a person to 
 a mastery of it. But to force a young boy to 
 commit to memory the abstract rules, which are 
 a series of inductions from a detailed knowledge 
 of that multitude of facts, before the facts are 
 known, is unnatural and irrational. 
 
 The relative influence of the study of the 
 Latin Language and Gramijiar as compared 
 with the study of Natural Science as an 
 instrument of education was much discussed 
 before some of the Royal Commissions, nearly 
 always in the judgment of the witnesses to 
 the decided disadvantage of Natural Science.^ 
 The discussion was worthless. To compare 
 two things so utterly dissimilar serves no 
 
 1 "If there were no more to be said than that scientific edu- 
 cation teaches us to think, and literary education to express our 
 thoughts, do we not require both ? And is not any one a poor, 
 maimed, lopsided fragment of humanity who is deficient in 
 either?" ("Inaugural Address" (St. Andrews) by John Stuart 
 Mill. 1867.) See note /oj/, p. 93. 
 
 Contrasted 
 •V tth 
 Natural 
 Science. 
 
28 
 
 LATIN LANGUAGE AND GRAMMAR 
 
 As insint- 
 fnetus of 
 mental 
 discipline. 
 
 useful purpose. Language and a knowledge 
 of nature do not exclude one the other. 
 Language is not knowledge so much as the 
 instrument of receiving and communicating 
 knowledge. We cannot part the two. We ought 
 not to compare or contrast them. Of language 
 I speak as the term is used by the bulk of 
 mankind, excluding from consideration that very 
 small number of persons — scholars, who make 
 the study of words and language the business 
 of their lives — the teachers and students of the 
 science of language, Philology. 
 
 In proof of the efficiency of the present 
 school system — of the mental discipline and the 
 high mental culture which are its results — it is 
 said, " Look to the fact that the ruling men of 
 England — the great statesmen, the great orators 
 — all, or nearly all, were developed under that 
 system." Under it they must have been trained 
 in early life, for there was no other system. 
 Was there not, however, something before and 
 beside the use of the Latin Gramrnar and the 
 Latin Language to accomplish the greatness of 
 those men — their genius, their industry } Would 
 not those men have been great by virtue of their 
 genius and industry under any system — without 
 any system \ Moreover, if the system is to have 
 the credit of the greatness of the few great men, 
 must it not take under its charge the want of 
 
AS MENTAL DISCIPLINE. 
 
 29 
 
 greatness, even the dulness or the ignorance, of 
 very large numbers ? 
 
 In order rightly to determine how far the in- 
 struction in schools and colleges has attained 
 the proper object of instruction, we should seek 
 to know, not how the small minority of able and 
 industrious men have seemed to be affected by 
 it, but how the majority, the many, have come 
 from under its influence ; and that may be 
 known from evidence given before several 
 bodies of Royal Commissioners. A few facts 
 gleaned from the large store brought together 
 by the Commissioners will help us here. 
 
 The quality of the scholarship of large numbers 
 of youths from the public schools upon their arri- 
 val at the University of Oxford is shown in the 
 evidence of the Dean of Christchurch and others 
 quoted by Commissioners. Thus : " At the 
 matriculation examinations of the colleges very 
 few can construe with accuracy a piece from an 
 author they profess to have read. We never try 
 them with an unseen passage. It would be use- 
 less to do so. . . . The answers we get in 
 Arithmetic do not encourage us to examine 
 them in EucUd or Algebra. ... In the exami- 
 nation named ' responsions,' which occurs so 
 early at the University ' that it is a test of 
 school work' — a very low test — out of 168 can- 
 didates on one occasion, 6j failed. Of those it 
 
 Progress in 
 schools 
 tested : 
 
 lit Oxford; 
 
3° 
 
 PROGRESS IN SCHOOLS 
 
 at Cam- 
 bridge ; 
 
 has been proved, by analysis of the papers, that 
 43 failed so universally as to show that they 
 were utterly unfit to undergo any examination 
 whatever." ^ 
 
 So much as to Oxford. From the Univer- 
 sity of Cambridge there is evidence, also 
 given before Royal Commissioners, to the same 
 effect. " I have observed," says a Lecturer at 
 St. John's College, "such deplorable ignorance 
 on the part of a great many young men who 
 enter the University of Cambridge (I must con- 
 fine my remarks to those I am acquainted with) 
 that I think it would be a very valuable thing if 
 they could be taught experimental facts, not at 
 all looking upon that as a part of their intel- 
 lectual training. Question (by Royal Commis- 
 sioner): But for useful purposes .' Answer: Yes. 
 Question: Do you conceive that the teaching 
 of a natural science could be introduced into the 
 middle-class schools, as well as into the upper 
 schools, without interfering with other studies ? 
 Answer: I think it could be done. I do not see 
 any very serious objection."^ 
 
 ^ " Report of her Majesty's Commissioners appointed to inquire 
 into the Revenues, &c. of certain Colleges and Schools, and the 
 Studies pursued and the Instruction given therein," p. 24. 
 London, 1864. See notes /oj/, p. Sj et sei/. 
 
 " W. H. Besant, M.A., Lecturer and late Fellow of St 
 John's College, Cambridge, formerly Senior Wrangler. Evi- 
 dence before "Schools Inquiry Commission," p. 150. London, 
 1868. 
 
TESTED AT UNIVERSITIES. 
 
 31 
 
 The prevailing bias is seen in the inquiry 
 about " interfering with other studies," those 
 other studies — those alone thought to be suited 
 to intellectual training, and therefore not to be 
 interfered with — having nevertheless resulted in 
 " deplorable ignorance on the part of a great 
 many young men," who had been under their 
 influence, almost their sole influence, during 
 several years. In that all but universally pre- 
 vailing bias among public men in high position, 
 and among teachers in schools and colleges, will 
 be found, I fear, the immovable barrier against 
 any useful alteration of the system. 
 
 In the same way as at Oxford and Cambridge, 
 the Examiner of the University of London re- 
 ports his judgment of boys' progress at schools : 
 " I think the knowledge which most of them 
 acquire exceedingly meagre. Judging both 
 from the examinations in the University of 
 London and from the examinations I have con- 
 ducted elsewhere, I have rarely met with boys 
 who can translate the easiest piece of Latin or 
 Greek ad aperturam libri. ... I think that if 
 the boys had acquired a fair knowledge of Latin 
 and Greek there might be something to be said 
 for the present system ; but seeing that they 
 learn hardly any Latin and Greek, there could 
 be no harm in trying to introduce some other 
 subjects which they might learn. 
 
32 
 
 PROGRESS AT UNIVERSITIES, 
 
 Few rrutke 
 progress. 
 
 "Lord Stanley : You think then that there 
 is, at the same time, a somewhat too exclusive 
 devotion to classical teaching, and then that 
 that very classical teaching to which other things 
 are sacrificed is inaccurately and imperfectly 
 carried on ? — Yes, that is my opinion." ^ 
 
 Now to follow some of these young people 
 for a short space in their University course : — 
 The number of those who make satisfactory 
 progress is, we are told, very small. The course 
 of the undergraduates who do not seek for 
 honours is, for the most part, " simply a repeti- 
 tion of the school ; two years being spent in 
 
 school-work — work proper for the upper forms 
 of a great school." ^ 
 
 The Degree in Arts, which a large majority 
 seek to attain, " the pass," is stated to be almost 
 worthless.^ 
 
 ' William Smith, LL.D., Classical Examiner in the Univer- 
 sity of London. Evidence before " Schools -Inquiry Commis- 
 sion," vol. iv. p. 115. London, 1868. 
 
 2 " Royal Commissioners' Report," p. 24, 1864 ; and notes 
 post, p. 89. 
 
 ^ " Wliile the B. A. was conferred for residence alone, as -was 
 the case from the Restoration to 1 800, it denoted an unknown 
 quantity of culture derived or derivable from four years of 
 pupilary existence. When a pass-examination was instituted, 
 was clearly severed from the honour-examination, and the 
 quantum of attainment designated by the B. A. ascertained, those 
 two letters lost their mysterious significance. It is now well 
 understood that they denote no grade of intellectual cultivation, 
 but have merely a social value. They are an evidence that a 
 youth has beeu able to afford, not only tlie money, but, what is 
 
HOW FAR SA TISFA CTOR Y. 
 
 33 
 
 Without dwelling further on the facts which 
 have been put before us, I would state the evi- 
 dence as to intellectual progress in some of our 
 great places of education in the form of a few 
 numbers : — The proportion of the boys at the 
 chief public schools who pass from those schools 
 to the Universities is a third. The actual num- 
 bers in one year were 206 out of 621.^ Of the 
 students at Oxford, it is stated by the Rector of 
 a college, that those who " are at all within the 
 scope of the scientific arrangements of an acade- 
 mical body cannot be estimated at more than 
 thirty per cent. ; and that the remaining seventy 
 per cent, cannot be considered to be even nomi- 
 nally pursuing any course of University studies 
 whatever."^ 
 
 impossible to so many," the time to live three years among, gen- 
 tlemen, doing nothing, as a gentleman should." ("Suggestions 
 on Academical Organization with especial reference to Oxford, 
 by Mark Pattison, B.D., Rector of Lincoln College, Oxford," 
 p. 236. 1868.) 
 
 " The pass-degree is almost of no value ; I can speak of 
 this from having myself examined in the Law and History 
 School, and nothing can be more miserable." (C. S. Roundell, 
 Fellow of Merton College, Oxford : Evidence, § 3 14, in " Special 
 Report, Oxford and Cambridge Universities Education Bill, 
 ordered by the House of Commons to be printed, 1867.") See 
 notes /i7J^, p. 91. 
 
 ' Post, p. 90. 
 
 2 Mr. Pattison, oJ>. citat p. 231, and post, p. 91. See "Ox- 
 ford University Reform, by the Hon. E. Lyulph ^Stanley, late 
 Fellow of Balliol College, 1869," and post, p. 92. — Figures 
 
 D 
 
 Proportion 
 in numbers : 
 
34 
 
 SCHOOLS: RESULTS. 
 
 in highest 
 schools ; 
 
 thronghottt 
 the country. 
 
 Thus, since out of, say, three hundred boys 
 sent to the highest schools of the country, a 
 third — one hundred — proceed to the Univer- 
 sities : and, of the hundred, thirty acquire pro- 
 ficiency in the studies of the place : the propor- 
 tion of the youth in our most celebrated schools 
 who can be said to receive and to profit by a 
 University education is ten per cent. 
 
 Such are the results, as regards what is pro- 
 fessed to be taught and learnt at our schools 
 and colleges. Yet not the whole result ; for all, 
 or almost all, the schools of the country are con- 
 ducted upon the same system, even those which 
 seldom send a single pupil to the Universities ; 
 and we cannot expect that in those other 
 schools the results should be more favourable. 
 With such evidence as to the state of the know- 
 ledge of a large majority of our young people in 
 the subjects which they spend all their most 
 active years in learning — or, more correctly, 
 
 quoted by Mr. Stanley give the following results : — 
 579 "undergraduates matriculated in a year,'' 
 352 " took the degree of Bachelor of Arts." 
 
 1868. 
 
 227 " drop out." 
 Again, of 
 
 579, the number matriculated in a jear, 
 168 "take their degree, in such a way as to indicate any 
 amount of study.'' 
 
 411 either take a degree indicating no amount of study, 
 or " disappear." 
 
DEFENCE OF PRESENT SYSTEM. 
 
 35 
 
 not learning — where shall we hope to find that 
 " mental discipline " so confidently relied on to 
 justify the course of instruction, which has con- 
 tinued in the great schools and colleges almost 
 unchanged for centuries — unchanged amid all 
 the changes in the world around them ; relied 
 on to justify likewise the exclusion of all else 
 which an intelligent man ought to know ? Very 
 different, I confidently believe, would the results 
 have been, if nature — the works of nature as 
 objects of study, and the natural bent and apti- 
 tude of the human mind — had been regarded 
 in the course of instruction. 
 
 But we are told that, for sake of the highest 
 culture of the best intellect of the country, it is 
 essential that the system of teaching should not 
 be interfered with. The classical languages and 
 grammar must, it is said, be continued, as the 
 first and the chief subjects of study in youth, in 
 order to keep alive among us the high thoughts 
 and high purposes of which the great writers, of 
 antiquity are the true source.^ And this must 
 
 ^ More than two hundred years ago, one of our greatest 
 scholars, a schoolmaster as well, wrote thus : " We do amiss to 
 spend seven or eight years meerly in scraping together so much 
 miserable Latine and Greek as might be learnt otherwise easily 
 and delightfully in one year." (John Milton, "Of Education," 
 &c. Prose Works, vol. ii. p. 381. London: Pickering. 1851.) 
 
 Similarly, in our own time, the eminent writer already cited 
 finds it still necessary to say : "But I will say confidently that, if 
 the two classical languages were properly taught, there would be 
 D 2 
 
 Influence of 
 
 ancient 
 
 ■writers. 
 
36 
 
 DEFENCE OF PRESENT SYSTEM: 
 
 Injiiience of 
 
 ancient 
 
 •writings. 
 
 The Greeks. 
 
 be done, though the large majority of our youth 
 have been, and continue to be, intellectually 
 starved by the process. Now, if we are to look 
 chiefly to pagan times, to writings, however ex- 
 cellent, now two thousand years old and more, 
 what comes of the intellectual work of those 
 two thousand years, here and elsewhere ? What 
 comes of nearly twenty centuries. of Christianity, 
 of our representative government, of our long 
 liberties — the liberty of speech, the liberty of 
 printing ? What comes of the work in our schools 
 and colleges, proud of their antiquity, and of 
 their independence of control from without, 
 great in repute and popularity, still greater in 
 wealth ? We do not know that the Greeks of 
 old derived from others the high thoughts and 
 high purposes, by the study of which in their 
 works we are told our best intellects are to be 
 elevated. They are said to have had no great 
 intellectual predecessors. They knew no ' lan- 
 guage but their own. They had to create lan- 
 guage, and thoughts, and purpose for themselves. 
 With what effect they did so, the homage their 
 writings still receive is indisputable proof. If 
 we must borrow from the great people of anti- 
 quity, it would, I submit, be best to imitate the 
 
 no need whatever for ejecting them from the school course in order 
 to have sufficient time for everything else that need be included 
 therein.'' (" InauguraL Address delivered to the University of 
 St. Andrews, by John Stuart Mill, 1867.") 
 
QUESTION EXAMINED. 
 
 37 
 
 course they followed. It would be best that 
 the highest intellects among us should cultivate 
 their own language as the Greeks did theirs, 
 should create for us great thoughts, instead of 
 borrowing them. Possibly, then — for I do not 
 know of any evidence that our people are not 
 capable of attaining to any height, intellectual 
 or moral, which any other people has reached — 
 possibly that would be done with the same 
 result as in olden time, the result of giving to 
 the world a richer and more cultivated lan- 
 guage, and more of originality, more of eleva- 
 tion of thought and purpose.'^ 
 
 Besides, the advantage that is gained from 
 the exclusive toil in classical languages might 
 still be gained — probably, too, in greater mea- 
 sure and by a much larger number — if to the 
 study of those languages were assigned the 
 secondary place they ought to have held, at 
 least since our own English took shape, and 
 since Nature and Nature's laws began to occupy 
 the minds of thinking men. 
 
 A defence, or excuse, for the inefficiency 
 of the prevailing system — the defence implying 
 the consciousness of its failure — has been rested 
 on the indifference of parents in reference to the 
 education of their sons, whereby teachers want 
 
 the sympathy and help they have a right to 
 
 I 
 ^ See note post, p. 93. I 
 
 Exchtsive- 
 7tess of 
 system. 
 
38 
 
 ALLEGED HINDRANCES TO PROGRESS: 
 
 Indifference 
 and igno- 
 rai.ce of 
 part'Jtts. 
 
 expect in their difficult work. " Much evidence 
 (states a body of Royal Commissioners) has 
 been laid before us, tending to show that indif- 
 ference and ignorance on the part of parents are 
 among the chief hindrances to education at 
 present. Too often the parents seem hardly to 
 care for education. ... In "fact, many parents 
 need education themselves in order to appreciate 
 education for their children." ^ 
 
 I cannot help regarding the indifference and 
 the ignorance of parents set forth by the Com- 
 missioners as the direct result of the system of 
 the education of the country, and as the clear 
 proof of its grievous defects. Parents have been 
 trained just as their boys are being trained — 
 according to the same formula. That formula 
 has not included, does not include, subjects which 
 blend with any of the pursuits of life ; does not 
 include subjects which men continue to cultivate. 
 The matter of instruction scarcely affects human 
 interests or human feelings. It seldom receives 
 attention at any period of life beyond the 
 enforced attention in early life. No part is 
 progressive. Parents are not likely to go 
 back to the Latin Grammar even as improved 
 in the " Public School Latin Primer,'' or to the 
 " Subsidia primaria." There is in the repulsive- 
 ness and, in large measure, the uselessness of 
 
 ^ "Schools Inquiry Commission,'' vol. i. p. 15. 1868, 
 
INDIFFERENCE OR IGNORANCE OF PARENTS. 39 
 
 the subjects taught in schools, and the keen 
 remembrance of those qualities by parents, 
 enough to account for their indifference as to the 
 schoolwork of their children, without imputing a 
 want of parental feeling. And as to ignorance, 
 if correctly assumed, for it the school-teaching, 
 the educational system, must surely bear its full 
 share of blame. 
 
 Had the work of the school heretofore been, 
 and were it now, bestowed in fair proportion on 
 those things which are present to us through life 
 — our own grand literature for instance, and 
 composition in the mother-tongue — then the 
 schoolboy of old days and the schoolboy of to- 
 day would have much in common in the enjoy- 
 ment and appreciation of the genius, the wisdom, 
 the high art of our great writers or great orators 
 past and present. Still more : Did the school- 
 work include the knowledge of nature in one or 
 more of its branches, the schoolboy of a past time 
 and he of the present time would be enabled to 
 take an interest, an abiding interest in all likeli- 
 hood, in the facts and principles of a science — 
 in its progress, which never ceases, never will 
 cease, — which always presents new objects for 
 inquiry, new difficulties to be overcome, new 
 triumphs to be achieved by human industry, 
 new laws to be laid down by human genius, — the 
 whole process informing the mind and elevating 
 
 The system 
 in fault. 
 
40 
 
 ALLEGED HINDRANCES TO PROGRESS: 
 
 Athletic 
 sports : 
 
 the abuse of: 
 
 it by the nearer approach to complete know- 
 ledge : — which, however, never will be complete. 
 For, as there is a desire to know inseparable 
 from man's mind, so there will ever remain some- 
 thing still unknown, s,soi|iething still to know, in 
 every nook of nature. 'And this may be taken 
 as one of the many distinctions between natu- 
 ral objects and language, br any other thing of 
 human invention. As soon as the schoolwork of 
 parent and child comprises the study of such 
 subjects, there will be no want of sympathy be- 
 tween the teacher and the parent. " Culture," 
 so much spoken of, so little worked out, will 
 then go actively forward ; and its influence will, 
 as it ought to do, extend beyond the school, 
 to the home and the family. 
 
 Yet another fault is complained of -as stand- 
 ing in the way of progress in school and col- 
 lege work — the devotion, namely, to athletic 
 exercises. To these, in their proper degree, in 
 so far as they serve for the recreation of a dili- 
 gent student, as they minister to health and to 
 bodily vigour, thereby promoting energy and 
 self-reliance, no one, least of all one standing 
 where I do now, would desire to object. But 
 when athletic exercises become the principal 
 occupation, when they take the place of intel- 
 lectual labour instead of being its auxiliary, 
 then no thinking man can do otherwise than 
 
ATHLETIC SPORTS. 
 
 41 
 
 object to their excess -suid misuse, and object 
 very earnestly.^ 
 
 It is not, however, enough to complain of an 
 evil. Its cause and a remedy ought at least to 
 ■be sought for. And here, since the moral in- 
 fluence of teachers, whether schoolmaster, tutor, 
 or professor, is unavailing to restrain the evil 
 they complain of, we must look elsewhere. 
 There is a natural inclination in early age to 
 active out-door occupation. Young people rush 
 not unnaturally from the irksome drudgery of 
 the school to the playground ; for in the school 
 there is little to engage the faculties of the 
 mind then most active. The faculties of ob- 
 servation and inquiry are without object ; and 
 being unused become in the end incapable. 
 The gratification of another instinct possesses 
 
 ^ "... I do think that there is a want of fibre in the present class 
 of undergraduates. I think that athletic sports are becoming a 
 positive nuisance ; and, in place of men engaging in the true work 
 of the University, those games and sports are positively almost 
 taking the place of learning. Then I think, to speak generally, 
 you see traces of that in after-life in the professions, and in 
 public life," &c. 
 
 The same gentleman being further questioned, replied — "I 
 must say, that in spite of my own natural prepossessions that 
 way (I was myself in the University Eleven), I do lament most 
 deeply what I take to be (which we see not only in the Univer- 
 sities, but at schools and elsewhere) this giving over of people's 
 minds to the idolatry of athleticism. It is one of the greatest 
 mischiefs of the day." (Evidence of C. S. Roundell, Esq., 
 Fellow of Merton College, § § 273 and 393, in " Special Report, 
 Oxford and Cambridge Universities Education Bill, 1867.") 
 
 the com- 
 plaint 
 against 
 examined. 
 
42 
 
 THE ENGLISH LANGUAGE . 
 
 study of 
 English 
 at highest 
 schools. 
 
 Evidence 
 from 
 Oxford ; 
 
 the mind. So the schoolboy, taught nothing of 
 natural science, knowing no use of the world 
 around, except as it is known to all untaught 
 persons, civilized and uncivilized, except as it 
 ministers to sport or to the pleasure of active 
 exertion, has no other attractive employment 
 than these. Had he been engaged in schoolwork 
 which was not wholly irksome ; had he learnt to 
 look with intelligence on natural objects, learnt 
 to think "how and why" things have come to be 
 as they are, and to work out the answer, there 
 would then be, in intelligent observation and 
 the acquisition of attractive and most necessary 
 knowledge, healthful out-door occupations, in 
 various forms. But they do not exist. And 
 so the hindrance to study, much and justly 
 complained of, if it be not the direct result of 
 the defective system of early instruction, is at 
 least fostered by it. 
 
 We have had full information as to the quality 
 of the knowledge of the classical languages 
 among the youth in our great schools and col- 
 leges. I would now inquire how it fares with 
 the mother-tongue ? Here, also, evidence is not 
 wanting, and again from the Universities. The 
 Examiner at Oxford, whose evidence is cited 
 by a body of Royal Commissioners, states, of a 
 large part of the undergraduates fresh from the 
 grammar-schools, that " an absence of ordinary 
 
STUDY OF NEGLECTED. 43 
 
 facility in spelling or constructing a sentence in 
 English is among the unhappy characteristics 
 of the class." ^ 
 
 "The schools," says Dr. Smith, "give com- 
 paratively little attention to French or English, 
 or other subjects which they might teach with 
 
 advantage Spelling they (the young 
 
 people examined) are very defective in. That 
 I know from the University of London, because 
 all our examinations are conducted in writing, 
 and the answers are frequently very badly 
 spelt." 2 
 
 Indeed, every examiner, every medical exa- 
 miner, could bear some testimony to the same 
 purpose from his own experience. 
 
 Nor is, it seems, the defect of the schoolboy 
 removed altogether by the college course. Even 
 the Degree in Arts of the University — the 
 pass-degree — does not betoken in its pos- 
 sessor skill in the use of the mother-tongue. 
 " In matriculations and pass-examinations no 
 English composition is required, and if bad 
 spelling, bad grammar, and bad style in English 
 translation were taken into strict account, 
 the number of failures would be much in- 
 creased." * 
 
 1 Notes, p. 88. ^ Loc. cit. § 989. 
 
 3 C. S. Parker, M.A. on the " History of Classical Educa- 
 tion," and -aoK^fost, p. 94. 
 
 from 
 London. 
 
 Study oj 
 English 
 at Uni- 
 versity. 
 
44 
 
 ENGLISH LANGUAGE : DIFFICULTY OF : 
 
 Need of in- 
 struction in. 
 
 Now the greatest difficulty of early manhood, 
 next after the difficulty of attaining to thorough 
 knowledge of any subject, is to acquire a mastery 
 of our own language — the power to communi- 
 cate thought or knowledge in good ^English, 
 clear, sufficient, without redundance. Much help 
 might be given in early life by good teachers 
 to conquer this difficulty. None is given. 
 Whatever we think is thought in English ; 
 whatever we learn (even the classical lan- 
 guages) is learnt through English ; whatever 
 we speak or write is no longer spoken or 
 written in Latin, but in English ; and yet the 
 English language, English composition, English 
 literature, form, as a rule, no part of the 
 training in our schools. Indeed, it was held 
 by schoolmasters before Royal Commissioners 
 that it is unnecessary to teach the English 
 language and composition in English directly, 
 inasmuch as the learning Latin grammar and 
 composition in Latin dispensed with the study 
 of our own tongue. So, a boy who has been at 
 a grammar-school is, by reason of his classical 
 course alone, able to speak and to write Eng- 
 lish well. The statement is, however, wholly 
 at variance with facts. It is not by any indirect 
 course that skill in the use of the English, or 
 of any other language, is attained. 
 
 An obstacle in the way of teaching our Ian- 
 
TEACHERS OF. 
 
 45 
 
 guage and literature was suggested to the Royal 
 Commissioners — namely, the difficulty of finding 
 competent teachers. It is said first — and the 
 evidence is quoted by the Commissioners as 
 worthy of especial attention — "that to teach 
 English as a study is a far more rare and diffi- 
 cult accomplishment than to teach Latin." If 
 that be so, surely that greater difficulty of 
 English is but a reason the more for its being 
 taught — that is to say, if the profit of the 
 learner, and not that of the teacher, is the 
 matter desired. To state the difficulty, whether 
 in teaching or learning, as a reason for turning 
 away from the work — an absolutely necessary 
 work — is absurd. Again it is said, " But a 
 scholarly acquaintance with the English lan- 
 guage of the humblest kind can be most quickly, 
 as well as most thoroughly, gained through the 
 medium of Latin." ^ Yet, notwithstanding the 
 deep knowledge of " the medium " possessed by 
 schoolmasters, they, for the most part, cannot, 
 it seems, teach English. Nor should it be 
 forgotten that the theory of a language being 
 best studied in its source is, in the school and 
 college system, but imperfectly applied, since 
 a large part of our English — and that a part 
 which, looking to the practice of the best 
 
 1 " Schools Inquir Commission," vol. i. Report, p. 26. 
 
 Staievient 
 that efficient 
 teachers 
 wanting ; 
 
 that direct 
 teaching un- 
 necessary. 
 
46 
 
 THE ENGLISH LANGUAGE ; 
 
 Has other 
 sources than 
 Latin. 
 
 Statement 
 of French 
 publicist. 
 
 writers, is anything but the least effective — is 
 drawn, not from Latin, or a dialect of Latin, 
 but from other and very different sources. Of 
 this, however, no account is taken by our 
 teachers in carrying out their theory. But I 
 question whether the theory thus put forward 
 is really ever thought of in practice — ever 
 thought of, except in order to defend the pre- 
 vailing custom.^ 
 
 To me it is a demonstration of the defects 
 of our system, and of its insufficiency as a 
 substitute for training in English language and 
 literature, that, after Greek and Latin have had 
 sole sway in universities and schools for cen- 
 turies, Royal Commissioners should feel com- 
 pelled to adopt the statement that competent 
 teachers of our own tongue are not to be 
 found. 
 
 I know not if those who direct the instruction 
 of the youth of the upper and middle classes 
 of the country fully think out the responsibility 
 of England— of the education of England — with 
 respect to the English language. I may be 
 allowed to use here the help of a foreigner. 
 An eminent public writer, giving an outline of 
 the recent history of his own country with a 
 view to its future, makes the following state- 
 
 ^ Respecting the connexion of our language with the Latin, 
 see notes, p. 95. 
 
ITS EXTENT OVER THE WORLp. 47 
 
 ment : — " We [the French people, that is], with 
 our comparative ignorance of foreign languages 
 and contemporary history, are only accustomed 
 to look to our home and our immediate neigh- 
 bours ; we scarcely give a glance or a thought 
 to the rest of the world. But if we look over 
 the chart of the whole globe . , . you will see 
 that two rival powers, who are, however, but 
 one in race, in tongue, in customs, and in laws 
 — England and the United States of Ainerica 
 — taken together, dominate (Europe excepted) 
 the rest of this planet ; or, to speak more 
 correctly, they only exist there. The United 
 States will rule all the western continent ; 
 England has India, Australia, New Zealand. 
 At this very day, a book written in English 
 is read by an infinitely larger number of 
 human beings than if written in our tongue, 
 and it is in English that the seaman is 
 spoken with in almost every navigable part of 
 the globe." ^ 
 
 If this be so, does not the duty rest some- 
 where to take good care that the language so 
 widely spread over the earth should be taught 
 and learnt, spoken and written, with some purity } 
 •Is that to be the care of the pioneers of civi- 
 lization in new and distant lands, or does it not 
 
 1 "Lanouvelle France, par Prevost-Paradol, " p. 397. Paris, 
 i860. 
 
 En^lish- 
 speakheg 
 people. 
 
48 
 
 NA TURAL SCIENCE. 
 
 Necessary in 
 education of 
 all people. 
 
 rest with the mother-country, the parent of the 
 people and of the language ? 
 
 But there is something even more important 
 than the cultivation of our own language, if 
 different degrees of value maybe assigned to 
 two subjects both of which are absolutely neces- 
 sary, and which should be inseparable. I allude 
 to the knowledge of the works of nature, in the 
 midst of which v/e are placed. It is curious 
 to see how, in that of which I have spoken 
 as the " out-of-school " system of the country, 
 nature bears full sway, while the moment the 
 school is entered nature is deposed. The door 
 seems closed against her ; and yet to almost 
 all human beings the knowledge of the pro- 
 ductions of nature is most attractive, as it is 
 most useful. It is the natural pursuit of the 
 young mind ; it is necessary to all of every 
 class in society — to some in the extreme, to all 
 in a degree. 
 
 Take the great landed proprietor : he knows 
 the wealth and the influence among men which 
 his possessions give. He enjoys the amusements, 
 the healthful exercise of his country pursuits. 
 And that is well. But would it not be better still 
 to go further — for instance, to that knowledge 
 which teaches t"he wondrous history of the earth 
 (the part of it which. he owns not excepted) — to 
 that knowledge which would teach how he himself 
 
IMPORTANCE TO ALL CLASSES. 
 
 49 
 
 and all others which inhabit the earth have their 
 being ? With the help of such knowledge the 
 great proprietor would better understand what 
 the wants of all around him require ; he would 
 know better how their health, their general well- 
 being may be provided for. With it he would 
 know more fully than he does now how he may 
 best fulfil the great duties that accompany the 
 great privileges of his possessions. 
 
 Or let me take a man at the opposite end 
 of the scale of society — the working hind. With 
 him, and such as he, we, more than most men, 
 must feel sympathy. Much of our early pro- 
 fessional lives is spent in communion with 
 the poor of our hospitals. Much of the most 
 useful knowledge we possess has been gained 
 in observing their physical ills, with a view 
 to remove them or to lessen them, and in 
 the process to learn. To lessen those other 
 ills — their ignorance and poverty — if only as 
 the attainment of that object would tend to 
 preserve mere bodily health, to hinder bodily 
 disease, would still be our concern. Here, how- 
 ever, we cannot be bound within professional 
 limits. We must look at the matter with 
 reference to a duty higher than any profes- 
 sional duty, to an object larger than any pro- 
 fessional object. It would be well, I submit, 
 that the working hind should have some clear 
 
 E 
 
 To the poor. 
 
so 
 
 NATURAL SCIENCE. 
 
 Use of to 
 tnen in 
 hiimbh life. 
 
 understanding of the way in which the work 
 he is engaged in, the manure he spreads, the 
 rain and the sunshine, fertilise the soil ;■ — 
 how drought works evil. It would be well 
 that he should know why water, food, pure air, 
 cleanliness, are necessary to himself, to the team 
 he drives, to the cattle he tends. Follow that 
 human being from his work to his home. I 
 have done so. He can read, it may be, but he 
 does not read, and much fault is found with him 
 because he does not. In truth, he knows nothing 
 useful about which to read. His intellect is 
 scarcely engaged in any part of his occupation ; 
 and he does not improve in intelligence with 
 time as he might do if he had gained in his 
 youth the elements of knowledge which would 
 enable him to understand more of himself, more 
 of the things in the midst of which he lives and 
 works ; which would enable him to think, and 
 to move upwards if he have the power to do so. 
 And if perchance some few endowed by Nature 
 with larger capability — Nature does not deny 
 her great gifts to the low-born — should raise 
 themselves to an eminent position in any of 
 the sciences or the arts dependent upon 
 them, the higher position they attain will 
 not depress others, or lessen their stores. This 
 country, -every country, wants all the ability 
 that Nature has given to it, and it ought to 
 
INSTRUCTION OF THE POOR. 
 
 51 
 
 histruction 
 of the poor 
 advanta- 
 geous to the 
 rich ; 
 
 cultivate that ability as the soil is cultivated 
 — leaving nothing waste. Intellectual wealth, 
 moral wealth, are not less precious, less worthy 
 of regard, than the wealth of the corn-market. 
 
 But how attain to that great end .■' Our laws, 
 and the vast and costly apparatus for carrying 
 them into effect, exist in large proportion in the 
 interest of those who possess property : that is 
 to say, in order to preserve property possessed 
 by but a few from the encroachment of some 
 among the large number possessing none. And 
 this is obviously necessary to the very existence 
 of society. But it would be well, even, I sub- 
 mit, in the further interest of the owners of pro- 
 perty, that the poor should be provided with the 
 mental cultivation, with the knowledge, which 
 would in all likelihood remove many, or help 
 them to remove themselves, from poverty and 
 the temptations that attend on poverty. Espe- 
 cially would that cultivation have its proper 
 influence upon those of the poor who are en- 
 dowed with natural ability, — the outlet for the 
 exercise of their ability now being too often 
 only leadership among their fellows, and in, it 
 may be, vicious courses, possibly in breaches 
 of the laws. 
 
 Beyond, too, the interests of the wealthy or 
 comparatively wealthy, and looking.tb the welfare 
 of the State as it would be influenced by the 
 E 2 
 
 xdvrHta- 
 o-eovs to ilie 
 State: 
 
52 
 
 INSTRUCTION OF THE POOR. 
 
 advanta- 
 geous to tJie 
 ■wkoie com- 
 innnity. 
 
 love of men to their country, how should we 
 expect people in humble station to be affected 
 towards society — say two men born of poor and 
 careless, and possibly vicious parents — one of 
 whom had continued unheeded, or little heeded, 
 in the abject condition he had inherited, while 
 the other had risen out of the slough with some 
 self-respect by means of knowledge, of culti- 
 vation, becoming his position gained from the 
 school and the schoolmaster — an efficient school 
 and schoolmaster pi'ovided, not by the charity 
 of benevolent person's, but by the State as a 
 part of the social system of the country — the 
 right of all the poor, of all the people — as much 
 a right as that of the owners of property to 
 its preservation by the State ? I cannot doubt 
 the answer the question ought to receive ; and 
 would only add, that, in the hope to attain to the 
 better result, the servants of the State must be 
 increased in number. To the list of judges, 
 magistrates, soldiers, police with prisons, we 
 should have added schoolmasters with schools, 
 the one well qualified, the other well appointed 
 — furnished with all the appliances requisite 
 to communicate the rudiments, at least, of real 
 knowledge. 
 
 Some such system earnestly and ably carried 
 out is indispensable to the welfare of our people 
 and our country. 
 
NATURAL SCIENCE: EFFECTS OF. 
 
 S3 
 
 There has lately passed from us a great man 
 whose life is full of interest, and ought to be 
 full of instruction. He was born of the working 
 classes, his father being a working blacksmith. 
 When a child he lived for ten years with his 
 family in a stable-yard, " a mews " a few minutes' 
 walk from this room. At an early age he was 
 apprenticed to a bookbinder. " Now," he says of 
 himself, "it was in those books, in the hours 
 after work, that I found the beginning of my 
 philosophy. There are two that especially helped 
 me — the ' Encyclopaedia Britannica,' from which 
 I gained my first notions of electricity, and 
 Mrs. Marcet's ' Conversations on Chemistry,' 
 which gave me my foundation in that science. 
 Do not suppose that I was a very deep thinker, 
 or was marked as a precocious person. I was a 
 very lively imaginative person, and could believe 
 in the 'Arabian Nights,' as easily as in the 
 'Encyclopaedia.' But facts were important to 
 me, and saved me. I could trust a fact, and 
 always cross-examined an assertion. So when 
 I questioned Mrs. Marcet's book by such little 
 experiments as I could find means to perform, 
 and found it true to the facts as I could under- 
 stand them, I felt that I had got hold of an 
 anchor in chemical knowledge, and clung fast to 
 it. Thence my deep veneration for Mrs. Marcet, 
 first as one who had conferred personal good 
 
 Effects of ' 
 early know- 
 ledge o/j 
 illustrated. 
 
54 
 
 NATURAL SCIENCE: 
 
 Michael 
 Pa^raday 
 
 and pleasure on me, and then as one able to 
 convey the truth and principle of those bound- 
 less fields of knowledge which concern natural 
 things to the young, untaught, and inquiring 
 mind." Would the country be willing to lose 
 her share in the fame of Faraday ? And yet 
 the country had no share in creating it. In his 
 early poverty he had no school to resort to, but 
 "a very humble one in which he learned to 
 read and to write." His instruction in science 
 amounted to a few lectures on natural philo- 
 sophy, delivered in a private house, and four 
 lectures by Sir H. Davy.'^ 
 
 ■' "My master allowed me to go occasionally of an evening to 
 hear the lectures delivered by Mr. Tatum in natural philosophy 
 at his house, 53, Dorset-street, Fleet-street. I obtained \t. 
 knowledge of these lectures by bills in the streets and shop 
 windows near his house. The charge was one shilling per 
 lecture, and my brother Robert [who was three years older, and 
 followed his father's business] made me a present of the money 
 for several. I attended twelve or thirteen lectures between 
 February 19, 1810, and September 26, i8ll. 
 
 " During my apprenticeship I had the good fortune, through 
 the kindness of Mr. Dance, a customer of my master's shop, and 
 also a member of the Royal Institution, to hear four of the last 
 lectures of Sir H. Davy. Those lectures, which dated in 
 February, March, and April, 1812, I wrote out, interspersing 
 them with such drawings as I could make." He sent the 
 manuscript to Davy, who then became interested in him. 
 
 Subsequently, v^hile employed as "a journeyman book- 
 binder," he determined to leave his. "master, a very passionate 
 man," and to seek occupation in any humble way which would 
 connect him with scientific pursuits. A vacancy opportunely 
 occurring in the laboratory of the Royal Institution, he was 
 
NEGLECT OF IN EDUCATION. 
 
 55 
 
 In Faraday's early days there was no instruc- 
 tion in natural science for any class in London, 
 except at a private institution or two — notably 
 that admirable Royal Institution to which the 
 country owes the results of the labours of 
 Young, of Davy, of Faraday, and their fitting 
 successors. Since that period important places 
 of instruction have been created by private 
 munificence. They are familiarly known to 
 you. Still the instruction of young people, in 
 humble life, is, as it was in Faraday's youth, 
 little cared for and inefficient ; even for the rich, 
 to use the words of a Royal Commission : — 
 " Natural science, with slight exceptions, is 
 practically excluded from the education of the 
 upper classes in England. Education with us 
 is, in this respect, narrower than it was three 
 centuries ago."'^ The fact thus stated is so start- 
 ling that one cannot avoid inquiring as to its 
 cause. Why should the education of the upper 
 classes be " narrow " .? Why, notwithstanding 
 the adverse judgment, spoken again and again 
 'from its midst by most able men fully conver- 
 
 appointed to the office on the recommendation of Sir H. Davy. 
 ' ' He was engaged at weekly wages — 2^s. a week. " ( ' ' Michael 
 Faraday, by H. B. J." [Henry Bence Jones, M.D.]; " Obituary 
 Notices of Fellows deceased," in "Proceedings of the Royal 
 Society," 1868 ; and "Michael Faraday as a Discoverer, by John 
 Tyndall." 1868.) 
 
 1 " Royal Commissioners' Report on certain Colleges and 
 Schools," p. 32. 1864. Note/ci-^, p. loi. 
 
 Net included 
 in education 
 of any clasu 
 
56 
 
 EDUCA TION ST A TIONAR Y. 
 
 In upper 
 classes of 
 society. 
 
 sant with the details, should there be, and con- 
 tinue to be, narrowness and immobility in the 
 system of instruction where we might most ex- 
 pect breadth and progress? When beneficent 
 men — not the community, not the State — 
 founded the schools and colleges, the system of 
 instruction was formed in accordance with the 
 knowledge of the time. Then, natural science 
 did not exist. Then, to take an example, the 
 Sun, all the heavenly bodies, were believed to) 
 exist only for the Earth. The Earth was the 
 centre of the Universe ; and it existed for man 
 only. It was his. So whatever concerned man 
 personally — his speech, his thoughts and specu- 
 lations, his deeds by flood and field — was 
 not unnaturally believed to be the sole object 
 worthy of man's attention ; and so the scheme 
 of instruction in the new foundations was ac- 
 cording to the knowledge of the time. 
 
 Now, too, when the deep study of nature has 
 accomplished its vast results ; when it has shown 
 that common observation fails to give any ap- 
 proach to a correct understanding of things 
 constantly before us, — of the heavenly bodies, 
 of the earth itself and all that it inhabit ; has 
 shown that the conclusions of science stand in 
 plain contradiction to those of untaught obser- 
 vation ; when the discoveries in several branches 
 of physical knowledge have been wondrously 
 
KNOWLEDGE PROGRESSIVE. 
 
 57 
 
 Jnfliteitce of 
 custojn in 
 cd^tcation. 
 
 applied to the uses of man ; — while this has been 
 done, all is almost ignored in our schools and 
 colleges ; and public instruction remains as it was 
 before, nay is, we are told, even " narrower than 
 it was three centuries ago." To the question 
 why all remains as it was, or nearly so, in 
 schools and colleges, notwithstanding the 
 changes and progress all around, I can only 
 answer by reference to the force of fashion or 
 custom. Of that force, though long recog- 
 nised and variously illustrated, as well as of 
 the too prevailing defect of the human mind 
 shown in submission to it, I know no more 
 perfect proof than the facts before us exhibit. 
 Well was it written by a great philosopher : — 
 
 " Men's thoughts are much according to their 
 inclination ; their discourse and speeches accord- 
 ing to their learning and infused opinions ; but 
 their deeds are after as they have been accus- 
 tomed The predominancy of custom is 
 
 everywhere visible, insomuch as a man would 
 wonder to hear men profess, protest, engage, 
 give great words, and then do just as they have 
 done before, as if they were mere dead images 
 and engines moved only by the wheels of 
 custom. We see also the reign or tyranny of 
 custom, what it is, . . . 
 
 "Many examples may be put of the force 
 of custom both upon mind and body : therefore. 
 
 Francis 
 Bacoti. 
 
58 
 
 INFLUENCE OF CUSTOM 
 
 since custom is the principal magistrate of man's 
 life, let men by all means endeavour to get good 
 custom. Certainly, custom is most perfect when 
 it beginneth in young years: this we call edu- 
 cation, which is in effect but an early custom. 
 . . . but if the force of custom, simple and 
 separate, be great, the force of custom, copulate 
 and conjoined and collegiate, is far greater." ^ 
 
 ■' "Of Custom and Education," in ' Bacon's Essays,' with 
 'Annotations by Richard Whately, D.D., Archbishop of 
 Dublin,' p. 371. 1857. 
 
 The very able annotator states that he felt he would not be 
 justified in concluding his notes on the Essay " without holding 
 him [the author] up as himself a lamentable example of practice 
 at variance with good sentiments and sound judgment and right 
 precepts. He thought well, and he spoke well ; but he had 
 accustm/ied himself to act very far from well,'' &c. And the 
 great author's life is shown in some detail to have been an illus- 
 tration of his Essay. 
 
 I might venture to add, that Bacon has curiously given occasion 
 for the ejthibition by others of " the force of custom," for he is 
 commonly referred to by a name which was- never really his, — 
 except, it may be, by courtesy, when he was a judge before his 
 appointment to the peerage ; for, I am informed, that such titles 
 of courtesy were, according to the usage of that time, applied to 
 men occupying high, judicial positions. He was created Baron 
 Verulam and Viscount St. Albans, but never, I believe. Lord 
 Bacon. 
 
 But it is not with the censures of the moralist, however just 
 and rightly placed in connexion with his Essay and apposite to 
 it, that I would part even here with Bacon ; but rather with 
 some expression of the honour and the gratitude to which his 
 great qualities have entitled him, — as in the words of Abraham 
 Cowley : — 
 
 ' ' Erom these and all long errors of the way. 
 In which our wandering predecessors went, 
 
IN EDUCATION. 
 
 59 
 
 So it will, I fear, be in the matter before us. 
 Men ia influential positions — in Parliament, in 
 Universities — will see a better course, and 
 perhaps approve it ; yet will they do " after as 
 they have been accustomed," and afford illus- 
 tration — I trust, not a lasting illustration — "of 
 the force of custom, copulate and conjoined 
 and collegiate." 
 
 It is best that the obstructions of every kind 
 on every side, even that of custom, standing in 
 the way of improvement, should be fully recog- 
 nised, so that every one who feels and knows 
 this great evil rooted among us, and the great 
 good that might be put in its place, should in 
 his sphere help the men who at the Univer- 
 sities, and elsewhere, are striving to accomplish 
 what they know must be a great good — not 
 for themselves, but for all their fellow-coun- 
 trymen. . 
 
 But I would not have the necessity of some 
 branches of the knowledge of which I speak 
 being taught and learned in early life rest solely 
 on considerations of expediency, however great ; 
 
 And, like the old Hebrews, many years did stray 
 
 In deserts, but of small extent, 
 Bacon, like Moses, led us forth at last, 
 
 Did on the very border stand 
 
 Of the blessed promised land, 
 And from the mountain's top of his exalted wit 
 Sa-vy it himself, and showed us it." 
 
 Ou7- djdy 
 
 towards 
 
 educailoH. 
 
6o 
 
 NATURAL SCIENCE. 
 
 Should hold 
 a j>rominetit 
 place hi all 
 education. 
 
 To be taught 
 m early life. 
 
 and I believe them to be beyond measure great. 
 I would venture to go one step further. Young 
 people are taught, and properly taught, to speak 
 reverently of the creation and the Creator in 
 such passages as this; and their elders adopt 
 them as expressing their own feeling : — 
 
 " These are Thy glorious works, Parent of Good 
 Almighty ! — Thine this universal frame, 
 Thus wondrous fair. " ' 
 
 If the instructors of the young in schools 
 and colleges believe, if parents believe, that the 
 things of this world are in truth the work of 
 the Creator, ought not that belief, without any- 
 thing further, to settle the question for them ? 
 Ought not those "glorious works" to be ac- 
 knowledged as subjects for diligent study — not 
 disregarded as they are now .'' Can it be justified 
 to place " the humanities " — classical languages 
 — first, either in time or in importance .-' Are 
 men — our educated, thinking, leading men — are 
 any men, justified in their homage, their devotion 
 to scholarship, the literm humaniores, as they are 
 called, while they pass unheeding by those other 
 letters, the Uteres divince, writ in all nature } 
 
 In order to gain the full advantage of 
 natural knowledge as a branch of education, 
 it is essential that the instruction in some 
 branches should begin at a very early age. 
 " In my juvenile lectures (says Faraday before 
 
INSTRUCTION IN EARL Y LIFE. 
 
 6i 
 
 the Royal Commissioners, in support of that 
 view) I have never found a child too young 
 to understand intelligently what I told them. 
 They came to me afterwards with^ questions 
 which proved their capability." So too, and 
 practically to the same effect. Professor Sir 
 Benjamin Brodie^ attributes "the failure of the 
 natural science tripos" at Oxford, in good 
 part, to "the want of early preparation of the 
 subjects at schools."^ 
 
 Again, to whatever extent elementary teach- 
 ing or learning may go, it must be real, thorough 
 as far as it goes, giving a complete acquaintance 
 with things and their properties, not with words 
 only. Words should come after, and should 
 strictly represent facts. A philosophic writer 
 has said, "Words are wise men's counters — they 
 but reckon by them ; but they are the money 
 of fools." 3 
 
 ■^ Special Report from the Select Committee on the Oxford 
 and Cambridge Universities Education Bill. Evidence, p. 5. 1867. 
 
 ^ "Men whose abilities lead them to other than classical sub- 
 jects are impeded, and sometimes stopped, by the v^ant of early 
 accurate training." ('Commissioners' Report,' p. 25. 1864.) 
 
 How much may be done to instruct children of the humblest 
 class in a branch of natural history, and to enlighten them 
 ^hereby, was well shown by Mr. Henslow in his work as the 
 rector of a country parish. (See 'Memoir,' p. 99 et seq. 
 1862.) 
 
 ' "The English AVorks of Thomas Hobbes, of Malmes- 
 bury. Edited by Sir W. Molesworth, Bart.," vol. iii. p. 25, and 
 Notice by Mr. Mil!. 
 
 Evidence of 
 Faraday ; 
 
 ffSir B. 
 Brodie, 
 
 Veachitt^ to 
 '<e thorough^ 
 
62 
 
 SCIENTIFIC NOMENCLATURE. 
 
 Faulty, con- 
 struction of 
 scientific 
 terms by 
 naturalists. 
 
 But here I feel bound to say that, however 
 wisely, however completely as "counters" and 
 in subordination to facts, some of our wise 
 men use words, they do not always forge words 
 with equal wisdom. I allude especially to the 
 naturalists ; for they, while they agree with each 
 other, and with all who are in any degree prac- 
 tically conversant with the subject, that natural 
 knowledge should, have a place, a foremost 
 place, and at an early age, in the store of all 
 men's knowledge, in the training of all men's 
 minds, yet seem unconscious of the barrier they 
 themselves and their predecessors have raised 
 around their science in every one of its depart- 
 ments. The barrier is constructed out of the 
 Greek and Latin tongues used in the very names 
 of things — things wholly unknown to, unthought 
 of by, Greeks and Romans — things brought 
 within human knowledge by modern men- 
 Englishmen and others. It is, to say the least, 
 an inconsistency in those who are eager, for the 
 sake of the general good, that the knowledge of 
 nature should be diffused among all the people, 
 should nevertheless take the unnatural course of 
 constructing for common things, for anything — 
 for a flower or a rock, for " beast, bird, fish, 
 insect which no eye can see," names not in their 
 own language, not in the language of those 
 they would teach. Instead of smoothing the 
 
SCIENTIFIC CLASSIFICATION. 
 
 way to the temple of science, those priests of 
 nature raise around it a stoccade of hard words. 
 But those hards words, those seemingly learned 
 words, help no one to knowledge. They are a 
 hindrance to very many, while they accord but 
 ill with nature's simple ways. 
 
 Again, some of our friends the naturalists 
 think it needful to place in the forefront of their 
 teaching the classification of the objects they 
 are concerned with. But the classification must 
 be the result — can only be the result — of a large 
 knowledge of individual facts ; and it is there- 
 fore unintelligible without a considerable extent 
 of that knowledge. The masters themselves 
 acquired the classification, or formed it, or 
 modified it, on the same condition of previous 
 acquaintance with the things classified. Like 
 the grammar in language, the classification in 
 natural science ought to take its natural and 
 logical position behind, not before, the knowledge 
 of the things it deais with. 
 
 While I examined those large volumes upon 
 the table, it often seemed strange to me that 
 some parts of the great subject discussed in 
 them should have been thought to need discus- 
 sion by Royal Commissioners, or indeed by 
 any one else; and nothing more strange than 
 that any argument should be required to enforce 
 the importance of effective teaching, and pro- 
 
 Place of 
 classifica- 
 tion m 
 liiiowledge. 
 
 Need of 
 effective 
 teachittg;. 
 
64 
 
 DEFECTIVE TEACHING IN SCHOOLS. 
 
 The school- 
 master: 
 
 his social 
 posttiotl. 
 
 vision for securing it. For, surely, no greater 
 good can befall the student of any branch of 
 knowledge than to come under the influence of 
 a really able teacher ; few greater evils than 
 the opposite fate. Much complaint was made 
 before the Commissioners of the want of effi- 
 cient teachers in schools. Here the public are 
 not without fault. The social position conceded 
 to the schoolmaster is not proportioned to the 
 importance of his office. His rank is so low 
 that he feels himself, in a measure, compelled to 
 take orders as a clergyman. With these he 
 acquires the position in society allowed to a pro- 
 fession the duties of which he does not perform. 
 The schoolmaster's office, being in no degree 
 inferior in importance to other professions, ought, 
 for the sake of society, for whose sake all pro- 
 fessions exist, to receive whatever of dignity the 
 Crown and the Universities could suitably confer 
 upon it.^ It ought to be constituted a distinct 
 profession, — ought not to be a transition to any 
 other. The schoolmaster, too, whether a clergy- 
 man or not, ought obviously to be prepared for 
 
 ^ "Degrees in grammar were anciently conferred in all uni- 
 versities : they were considered as public licences to teach 
 grammar, not merely within the universities, but likewise in 
 other places, — the universities acting as normal schools for the 
 proper education and authorization of schoolmasters. " (" Obser- 
 vations on the Statutes of the University of Cambridge, by 
 George Peacock, D.D., Dean of Ely." Appendix, p. 30. 
 1841.) 
 
AT UNIVERSITIES. 
 
 65 
 
 his special work,, not only by general education 
 but by special training, just as a member of 
 any other profession is or ought to be — as a 
 medical man, for instance, in the business of the 
 hospital. So it is elsewhere — in Germany and 
 France, for instance.^ 
 
 It is not only at grammar-schools that the 
 want of efficient teachers is complained of. At 
 the Universities teaching has virtually passed 
 away from the University professors, and is 
 vested in college tutors, and this so completely 
 that the professorships (we are told) " might cease 
 to exist altogether with hardly any appreciable 
 shock to the general system of the place." And 
 so it has been for a hundred and fifty years. 
 Again, the tutors to whom all the recognised 
 teaching has been transferred are, with very few 
 exceptions, engaged temporarily in their duties, 
 
 ■* For information respecting the system in Prussia, see 
 "Schools and Universities of the Continent, by Matthew 
 Arnold, M.A.," p. 186 — 200. London, i868. 
 
 The position of the teachers in the schools of this country is 
 noticed by the French Commissioners of Inquiry, thus : — 
 
 " Le professorat des ecoles anglaises nous semble en somme 
 inferieur \ celui de nos lycees, non pour le talent et la capacite 
 des hommes, mais par le vice de I'organisation. L'enseignement 
 en Angleterre n'est pas una carri^re qui a son apprentissage, son 
 noviciat, son avancement, ses distinctions, son emeritat. L' ab- 
 sence d'une ecole normale superieure reduit le jeune maitre a son 
 experience d'eleve et a ses tatonnements personnels," &c. (" De 
 I'Enseignement secondaire en Angleterre et en ficosse. Rapport, 
 par MM. J. Demogeot et H. Montucci," p. 589. Paris, 1868.) 
 
 F 
 
 The College 
 Tutor. 
 
66 
 
 PROFESSORSHIPS AT UNIVERSITIES. 
 
 Insujfficient 
 provision 
 for teaching. 
 
 many " while waiting for a living " in the Church. 
 To them, teaching is not a profession. It is taken 
 up "to fill a gap while in transitu to a profession." 
 By them, reputation is to be sought elsewhere, 
 and in other pursuits. In such circumstances the 
 mind of the tutor cannot be wholly or earnestly 
 in his work, — in the studies which would go with 
 a lasting engagement in his office. 
 
 At the same time, the professorships fallen into 
 disuse are in small number, and but slenderly 
 endowed. The large wealth of the place is the 
 property of the Colleges ; and it is not used to 
 secure the continued services of the ablest gra- 
 duates of the University as professors. But to 
 secure such services permanently ought to be 
 the first object of any educational institution. 
 Without adequate remuneration, it is obvious 
 that the men most likely to stimulate the young, 
 by their example and influence, to persevering 
 efforts towards a high order of culture, — the men 
 most likely to uphold and to elevate the fame 
 of the University, of the country itself, in litera- 
 ture and science, — must pass away to other pur- 
 suits. They do pass away. Hence the want, 
 notwithstanding the genius and great merit of 
 individuals, of a learned and scientific class at 
 the Universities.^ 
 
 ^ "Oxford University Commission, Report,"pp. 87, 93 (1852), 
 and note post, page 96 ; also, Evidence of Professor Sir Benjamin 
 
EXAMINA TIONS. 
 
 67 
 
 Examinations, which have long filled a large 
 space in the system of the Universities, have in 
 recent times assumed a very prominent, an in- 
 creasingly prominent place throughout society. 
 It would, therefore, be well that we, each of us, 
 should strive to form a just understanding of the 
 position they have, and ought to have, as well 
 as of that they ought not to have, in education. 
 From my own experience, I know that frequent 
 examination is of inestimable value to the 
 teacher with his own pupils. But, and also from 
 experience, I know it to be inexpedient that the 
 examinations of any public body should be 
 solely or largely the guide of a professor in his 
 teaching, or of a pupil in his work. Such exa- 
 minations ought to be taken by the way, so to 
 say, in the student's progress to self-culture, 
 to which the incitement ought to be, not the 
 fear of failure, or the hope of success in exa- 
 minations, but the determination to acquire 
 knowledge and mental power. Too often, the 
 preparation for examination is made to take 
 the place of education, in so much that the 
 object aimed at is commonly, not that a young 
 man shall pass through a well-ordered course of 
 study, under the direction of able instructors, 
 
 Brodie, Bart., in " Special Report, Oxford and Cambridge Uni- 
 versities Education Bill, 1867," and note post, page 97 ; and 
 Evidence of C. S. Roundell, Fellow of Merton College, §§ 262-3, 
 in last-named Report. 
 
 F 2 
 
 Estimate of 
 tJieir value. 
 
 Misuse of. 
 
68 
 
 EXAMINATIONS, COMPETITIVE : 
 
 Erroneous 
 estimate of 
 •value. 
 
 Origin of 
 system. 
 
 and thereby gain knowledge and mental power, 
 so much as that he shall be prepared to pass 
 certain examinations, — a very different matter. 
 
 To one unpractised in teaching as an art, one 
 inexperienced in the results; compulsory and 
 especially competitive examinations appear to 
 be effective means of promoting and improving 
 education. So, also, the : compulsory pursuit of 
 a given course of study seems, to the unskilled, 
 or little skilled, to be calculated to promote the 
 same end. Yet, experience on a large scale, 
 long continued, and in different countries, has 
 proved to the minds of those who have thoroughly 
 studied the subject the fallacy of these theo- 
 retical judgments. 
 
 The error and the evil seem to have taken 
 rise, and taken root with us, from circumstances 
 which may be shortly stated thus : — The high 
 " class '' or high position in the " tripos," the 
 scholarships and fellowships, are, as a rule, the 
 objects of the ambition of the ablest men, and 
 the attainment of them is determined by com- 
 petitive examinations. The subjects of those 
 examinations are fixed ; the line of the studies 
 of all the candidates is also fixed in one groove. 
 This being so, all study is irrespective of the 
 natural inclinations, or aptitudes, or future wants 
 of the candidates. Moreover, it is found that 
 the preparation for those examinations deter- 
 
INFLUENCE OF ON EDUCATION. 
 
 69 
 
 mines the course of study, not only of intending 
 competitors for fellowships and scholarships, but 
 equally determines the line and the limits of all 
 intellectual work at schools and Universities, 
 and stops out the pursuit of any other object. 
 Not only so, but all the teaching, in all or nearly 
 all the schools, for the upper and middle classes, 
 is directed as if to the attainment of the same 
 end by every pupil. And thus the fellowship — 
 taking it as the type — controls all the higher 
 education throughout the country. Is that the 
 motive by which the work of the best intellects, 
 or of any other, should be directed .■• 
 
 The question will be more fully and clearly 
 before us if we contemplate for a moment a 
 different system, in another country, in so far as 
 it refers to the point under consideration. It 
 is generally known that much care has been 
 given in Germany, Prussia especially, by the 
 State, through the agency of several of its 
 ablest statesmen and scholars, to the organi- 
 zation of the instruction of all the people. So 
 much attention has the system of that country 
 attracted elsewhere, that Commissioners have 
 been sent to inquire into its details from 
 England, France, Belgium ; and they have fully 
 examined and reported respecting it. The 
 Reports have been published. An extract or 
 two will serve my purpose here : — 
 
 The 
 
 '^honours"' 
 control all 
 study. 
 
70 
 
 EXAMINATIONS IN PRUSSIA . 
 
 A im of 
 
 Prussian 
 Univer- 
 sities. 
 
 " The paramount University aim in Germany " 
 (writes the English Commissioner) " is to en- 
 courage a love of study and science for their 
 own sakes ; and the professors, very unlike our 
 college tutors, are constantly warning their 
 pupils against Brodstudien, studies pursued with 
 a view to examinations and posts." ^ . . . 
 
 " So well do the Prussian authorities know 
 how insufficient an instrument for their object — 
 that of promoting the national culture and fill- 
 ing the professions with fit men — is the bare 
 examination test;^ so averse are they to 'cram;' 
 so clearly do they perceive that what forms a 
 youth, and what he should in all ways be in- 
 duced to acquire, is the orderly development of 
 his faculties, under good, trained teaching, &c." 
 ..." That a boy shall have been, for a certain 
 number of years, under good training, is what, 
 in Prussia, the State wants to secure; and it 
 uses the examination test to help to secure this. 
 We leave his training to take its chance, and we 
 put the examination test to a use for which it is 
 
 ' A French Commissioner states to the same effect: "Les 
 facultes avertissent sans cesse les etudiants de ne point sacrifier la 
 science i I'inter^t, en se bornant a ce qu'on appelle dedaigneuse- 
 ment en Allemagne les Brodstudien ou etudes gagne-pain, c'est- 
 a-dire aux matieres exigees par I'examen." (Ed. Laboulaye in 
 " !fitude sur I'lnstruction secondaire et superieure en Allemagne, 
 par J. F. Minssen," p. 90. i865. ) 
 
 ^ " Perverse studet qui examinibus studet.'' Wolf.— Quoted 
 by Mr. Arnold, p. 182. ) 
 
IN A USTRIA. RESTRICTIONS ON STUD Y. 
 
 71 
 
 quite inadequate, to try to make up for our own 
 neglect." ^ 
 
 After having given a very favourable state- 
 ment respecting the system of education in 
 Prussia, a French Commissioner reverses the 
 picture thus : " In Austria, the country of exa- 
 minations, there is no intellectual work." ^ 
 
 As further illustrating the same principle, it 
 may be mentioned that, at the University in 
 every department (including the medical faculty) 
 the experience of foreign countries — Prussia 
 especially — is wholly adverse to compulsory 
 attendance on a prescribed course of study, to 
 forced regular attendance on individual teachers, 
 as well as to all else that might interfere 
 with independent study. Regulations and 
 restrictions have been tried again and again, 
 with the unvarying result of being found inju- 
 rious. The proved failure of such restrictions 
 to accomplish any useful purpose, or to have 
 
 •' See fast, page 105, and "Schools and Universities of the 
 Continent, by Matthew Arnold, M. A. , Foreign Commissioner to 
 the Schools Inquiry Commission," p. l8i-2. 1868. 
 
 ^ " C'est le systime de contrainte qui 6te a I'etudiant le gout du 
 travail et 1' amour de la science. C'est ce que prouve I'exemple de 
 I'AUemagne, oi le pays h. examens, I'Autriche, est precisement 
 celui dans lequel on ne travaille pas. 
 
 "Ce qui distingue I'AUemagne, ce n'est point le dedain de 
 I'ordre et de la direction, mais c'est le libre choix des methodes 
 laisse k I'etudiant. On le conseille, on ne le contraint pas." 
 (Ed. Laboulaye, in " £tude, &c. par J. F. Minssen," pp. 86, go.) 
 
 Restrictions 
 objected to. 
 
72 
 
 COMPETITIVE EXA-MINATIOr>rS : 
 
 Iftcofnpa- 
 iible "with 
 independent 
 study. 
 
 Disapproved 
 in Atnerica. 
 
 any but an evil effect, compelled their aban- 
 donment.^ 
 
 Would that independent study so much relied 
 on and enforced by precept and by example in 
 another country, together with the responsi- 
 bility it imposes on the student to acquire 
 knowledge and to work out freely the cultivation 
 of his mental powers for the purposes of life, — 
 would it be continued if there were immediate 
 money-prizes, scholarships, and fellowships, to 
 contend for ? And if the answer should be, as 
 I fear it must be, that the independent study 
 valued so much elsewhere would be incompa- 
 tible with the competitive struggle, I would ask, 
 can that struggle be a real good, an intellectual 
 or moral good ? Without it, without any ever- 
 present high place or prize for students to 
 contend for, our foreign neighbours excel in 
 science, as well as in all that relates to the 
 classical languages and literature ; while with 
 us, notwithstanding the stimulants to exertion 
 throughout the whole educational course, we 
 are told that the system in our Universities 
 does not produce, is not calculated to produce, 
 a learned or a scientific class. 
 
 In America the weight of authority is de- 
 
 ■■ Mark Pattison, B.D., op. cit. p. 250. Banning, "Rapport 
 sur I'Universite de Berlin, Bruxelles, 1863." Quoted by Mr. 
 Pattison. See notes, p. H2. 
 
EFFECTS OF. 
 
 73 
 
 dared against the use of competitive examina- 
 tions in education. The newest University in 
 that country, taught by the experience of the 
 oldest, has dehberately declined to allow the 
 introduction of the system, on the ground of its 
 evil tendency. '^ 
 
 To a small number, doubtless, " the prizes " 
 are a strong incentive to labour. But the effect 
 of the system on the many should not be 
 overlooked. They having, perhaps, the con- 
 sciousness of inability to be foremost, or among 
 the foremost in the competitive struggle, fall 
 out of the ranks of "the working men," or never 
 enter those ranks, and take to other courses. 
 It is apparently not considered that there are 
 faculties of the mind of a high order besides 
 those by the exercise of which distinction is 
 attained in the favoured studies of our schools 
 and colleges. It is not considered that many 
 young people, though they have little aptitude 
 for those favoured studies, might acquire in other 
 pursuits the best results of education, knowledge, 
 and mental power ; while some might attain 
 even to distinction. Were the scheme of in- 
 struction in the early life of our youth less 
 " narrow," did it include subjects which require 
 for their cultivation faculties other than those 
 
 1 " Greater Britain, by C. W. Dilke," pp. 86-89, 1868; and 
 fast, p. 109. 
 
 On "prize- 
 men ; " 
 
 on the mass 
 of students. 
 
74 
 
 THE PRIZE SYSTEM. 
 
 The basis of 
 competition 
 ividened. 
 
 employed in even the most successful study 
 of grammar and classical languages and ancient 
 philosophy, no small proportion of that large 
 number, who are everywhere stated to be list- 
 less and indisposed to mental labour of any 
 kind, would in all likelihood be " saved " intel- 
 lectually, as Faraday was ; would find, as he 
 did, "an anchor." in some branch of natural 
 science. 
 
 But " prizes " with their competitive examina- 
 tions must, most probably, be continued. Since 
 it must be so, since fellowships and scholarships 
 must still remain and be the chief incentive to 
 study, it would be well, I submit, that at least 
 the subjects for competition should not remain 
 restricted within the ancient limits. It would 
 be well, in the administration of the funds from 
 which the prizes are derived, that full regard 
 should be had to the progress of knowledge 
 and to the varied capabilities of the human 
 mind. 
 
 Yet a word respecting another aspect of the 
 prize system : I ought not to omit to notice the 
 fact that while the rich, or comparatively rich, 
 are among us incited to their work by distinc- 
 tions and the emoluments which go with them ; 
 while at the schools for the upper and the 
 middle classes there is much display of " prizes," 
 as if prizes were the proper, the highest object 
 
THE POOR NOT INCLUDED. 
 
 75 
 
 of pursuit — in truth, they are everywhere among 
 us, and by authority sought to be made so ; 
 while this is so, nothing of the kind stimulates 
 the schoolwork of the poor. The children of 
 the very poor are expected to gather up the 
 scrap of knowledge that is put before them for 
 its own sake. Nay more, if the poor children 
 in schools assisted by the State fail to attain to 
 a certain standard in examinations, the money 
 grant of the State is withheld.^ 
 
 Parting from the all-pervading prize and com- 
 petition system, I would here venture to offer 
 a single suggestion, to which my mind has been 
 led by observation of " preliminary examina- 
 tions," so named, in my official position in this 
 
 ^ "It must be remembered that we have not reached those 
 lower strata of society. Those scholarships are mainly taken 
 
 by rich men who do not want them We almost wholly 
 
 fail to reach the poor men." (Evidence, §§ 262, 266, of Charles 
 Saville Roundell, Fellow of Merton College, in "Special 
 Report," p. 15. 1867.) 
 
 ' ' In Prussia the student pays a small fee. A poor student, one 
 unable to pay the fee, may receive education of the highest order 
 with the help of a bursary, or upon credit — the owing fees to be 
 paid by degrees even after the lapse of years ; and in the case of 
 a person who enters the public service the fees are payable in 
 course of time by deductions from the official salary. " (Minssen, 
 loc. cit. p. 88, and Ed. Laboulaye, ibid.) With us the children 
 of the poor, whose parents cannot or will not contribute to the 
 school charges, are named "Charity children," and carry with 
 them into life, together with their pittance of knowledge, all that 
 name implies. For them, alas for the rhetorical boast ! — " Civis 
 Romanus s^m." 
 
 Prizes not 
 for the poor. 
 
76 
 
 SUGGESTION OF A NEW EXAMINATION: 
 
 Suggestion 
 of an exa- 
 Tnination. 
 
 college, and by some observation elsewhere 
 also. The statement of a few facts, gathered 
 chiefly from among those I have already men- 
 tioned, will assist me in placing intelligibly 
 before you the suggestion I have to offer, 
 together with the reason for having formed it. 
 The youth of the country, it may for practical 
 purposes be said, are taught during early life 
 in schools — various forms of grammar-school. 
 From the schools they diverge in many direc- 
 tions — to the Universities ; to the professions ; 
 to the public service, civil or military — its 
 manifold departments at home and in India ; 
 to private life, it may be, or to commercial 
 employment. At the entrance to every career, 
 except those last mentioned, they are met by 
 tests of their knowledge ; and as each pursuit 
 has its separate test, the examinations are very 
 numerous. 
 
 But those various examinations seem to exert 
 little influence upon the diligence of boys in 
 schools. We have had evidence from the Uni- 
 versities how small the number is of those who 
 are well prepared to proceed onward in intel- 
 lectual work from the point at which the school 
 business ceased. Two years, we have been told, 
 are spent in what ought to have been the work 
 of the schools — what was said to have been 
 learnt there. We have been told, too, that no 
 
FOR BOYS LEAVING SCHOOL. 
 
 77 
 
 more than a third of all who enter the Uni- 
 versity derive any profit from the university 
 and college course. So, likewise, we know that 
 the candidates for the various departments of 
 the public service, after they have left school, 
 all, or nearly all, necessarily undergo special 
 preparation for the examinations. Now, as 
 the boys intended for the different pursuits 
 of life have a common training at the 
 schools, why should they not be subjected 
 to a common examination when leaving the 
 school .'' Why should the compulsory or quali- 
 fying examinations of educational institutions 
 exist only at the Universities — none at the 
 schools .'' 
 
 I contemplate an examination for boys leaving 
 the schools ; properly organized ; to be recog- 
 nised and controlled by the State, with the 
 concurrence and co-operation of the Universities 
 and public schools. I contemplate that to pass 
 the examination should be made necessary for 
 entrance to Universities, to the professions, to 
 the public services — in short, wherever an en- 
 trance or preliminary examination is required. 
 Where competition exists, or special attainments 
 are demanded, a special form of additional 
 examination might without difficulty be devised. 
 The effect of such an arrangement would, I am 
 fain to anticipate, be beneficial in the schools 
 
 Comjnon to 
 all leaviyig 
 school. 
 
 To take the 
 place of 
 matricula- 
 tion exa~ 
 jninations 
 and others. 
 
78 EX A MI N A TIONS .- CONCL USIONS RESPECTING 
 
 Where 
 US /ill; 
 
 where 
 injurious. 
 
 of the country. The general examination in 
 prospect would give to boys a common pursuit, 
 a common object to gain ; and the common 
 pursuit might in this case have an influence in 
 its kind such as other common pursuits have 
 in their kind. If compulsory examinations can 
 be held to exercise a beneficial influence — and 
 obviously examinations to determine compe- 
 tency will in all likelihood be long continued 
 — that which is suggested would be very widely 
 beneficial.^ 
 
 Finally, then, I hold that examinations afford 
 important aid in communicating knowledge, as 
 by a teacher to his pupil ; and that while 
 necessary in testing knowledge, they are at the 
 same time generally useful if sparingly and 
 judiciously resorted to. But of examinations 
 determining the learner's study to a fixed groove ; 
 of examinations for which the teacher is com- 
 pelled to prepare his pupil instead of leading 
 him in the best way his judgment suggests to 
 the full comprehension of the subject taught, 
 and thereby aiding him to effective mental cul- 
 ture ; of examinations, controlling the whole 
 instruction in our schools and colleges, and 
 
 ^ Such an examination would have analogy with one which 
 in Germany is held at the same period of a student's course— 
 upon his leaving the school, before proceeding to the University. 
 See "Schools and Universities of the Continent, by Matthew 
 Arnold, M.A.," chap. xvii. p. 175. 1868. 
 
MEDICAL COURSE. 
 
 79 
 
 confining it in one narrow track — of all such 
 examinations I have the conviction that they 
 are injurious to the general education of the 
 country. In support of my own conclusions, 
 which are founded in great part upon the ex- 
 perience I have had during some years of active 
 work in teaching and examining within the 
 limits of a single profession, I willingly refer 
 to the judgment of eminent men now or hereto- 
 fore in high office at the Universities of Oxford 
 and Cambridge.^ 
 
 A few words as to our special medical course, 
 and the influence upon it of such changes in the 
 Elementary Schools and the subjects of instruc- 
 tion in them as I have mentioned. The student 
 now enters at once upon several sciences — 
 physics, chemistry, anatomy, physiology, botany, 
 pharmacy, therapeutics ; all these, the facts, the 
 language, and the laws of each, to be mastered, 
 "according to regulation," in eighteen months. 
 Up to the beginning of the medical course, 
 many have learned little. We cannot claim 
 anything better than has been reported to us 
 
 ' See post, page lOJ, for reference to the judgment of Dr. 
 Whewell, some time Master of Trinity College, Cambridge ; M. 
 Pattison, B.D., Rector of Lincoln College, Oxford ; and Professor 
 Seeley, of Cambridge and London. Some notice of the Report 
 of a Belgian Commissioner, making reference to the system in 
 Prussia in contrast with that in his own country, will be found in 
 connexion with the foregoing. 
 
 Effect of 
 elementary 
 course o?t 
 medical. 
 
8o 
 
 RELATION OF NATURAL SCIENCE 
 
 Early in- 
 struction in 
 
 Natural 
 science in 
 schools of 
 medicine. 
 
 from the Universities of Oxford, and Cambridge, 
 and London. 
 
 Supposing that at school our young people 
 had acquired some exact elementary knowledge 
 in physics, chemistry, and a branch of natural 
 history, say botany, with the physiology con- 
 nected with it, they would then have gained 
 necessary knowledge, with skill in observation 
 and some practice in inductive reasoning. All 
 those studies are processes of observation and 
 induction, the best discipline of the mind ; for 
 our purposes especially. "By such study" 
 (says Dr. Whewell), "of one or more depart- 
 ments of inductive knowledge, the mind may 
 escape from the thraldom and illusion which 
 reigns in the world of mere words." ^ 
 
 But some of those sciences have long been 
 taught in schools of medicine. How has that 
 come to pass .'' It seems to be forgotten that 
 the medical course has been burdened with 
 those sciences because they were not taught 
 elsewhere, not taught as parts of general edu- 
 cation ; and this practice has gone on until they 
 have almost grown to be considered medical 
 
 1 " On the Influence of the History of Science upon Intel- 
 lectual Education. A Lecture delivered at the Royal Institution 
 of Great Britain by William Whewell, D.D., F.R.S." In 
 " Modern Cultvxre ; its True Aims and Requirements. A Series 
 of Addresses and Arguments on the Claims of Scientific Educa- 
 tion. Edited by Edward L. Youmans, M.D.," p. 185. 1867. 
 
TO MEDICAL INSTRUCTION. 8i 
 
 sciences only. Physics and chemistry — to take 
 those as examples — are, it is true, essential 
 helps to the student of medicine. But they are 
 equally essential to the engineer, the manufac- 
 turer, the agriculturist, the geologist — nay, to 
 the • statesman likewise, and to the cultivated 
 man in every station of society ; and they ought 
 to be learnt before the special occupation of life 
 is begun — ought, in other words, to be a part of 
 the general training of all men. 
 
 From small beginnings all the natural sciences 
 have largely grown in extent, and proportion- 
 ately in importance, in recent times. Thus, in 
 the time of Hunter, we have seen how che- 
 mistry scarcely existed to any useful purpose. 
 At that and at a still later period, the sciences 
 found their sufficient home in a single academy, 
 the Royal Society. It is no longer so. Within 
 a comparatively short space of time, each 
 science has grown to need and to possess its 
 own dwelling-place, its separate band of culti- 
 vators, with the separate records of their labours. 
 Meanwhile, medicine and surgery, in their several 
 departments — pathology, practice, each and all — 
 have grown in the same way ; and they make 
 proportionately large demands on time and 
 labour for their due cultivation. And thus, 
 while, at the period of the early growth of the 
 natural sciences, a single man of ability and ih- 
 G 
 
 Large 
 growth Of 
 natural 
 science ; 
 
 and of 
 jnedical. 
 
82 
 
 MEDICAL INSTRXICTION. 
 
 Natural 
 science to 
 precede 
 medical 
 course. 
 
 Hospital 
 teachers to 
 teach only 
 in liaspitals. 
 
 dustry might have found time for successful 
 investigation in several sciences — Hunter was 
 our most illustrious example — the effort would 
 now be fruitless. 
 
 From the facts here stated, it is, in my 
 judgment, an anachronism and an evil, that 
 physics, chemistry, and botany should now 
 form part of our professional course of in- 
 struction. The needful knowledge of those 
 sciences ought to have been acquired before the 
 entrance to the school of medicine, before the 
 professional course begins : in which course the 
 practical applications of those sciences would 
 find their proper place. By that plan, the 
 length of the course for the early medical 
 training would be lessened, its burden lightened ; 
 the student would enter on his work much 
 better prepared for immediate progress ; and 
 more time would remain for practical studies. 
 
 It is a grave error that the time allowed for 
 acquiring professional knowledge should, under 
 the direction of authority, be occupied with 
 other than strictly professional work. 
 
 So equally is it an error, one hindering the 
 progress of much needed improvement, that 
 those who ought to be wholly engaged in the 
 most important work of all — the study of 
 diseases and their cure — and in teaching the 
 practical knowledge they acquire, the officers of 
 
MEDICAL TEACHERS. 
 
 83 
 
 our hospitals, juniors as well as seniors, should 
 any of them be turned aside, as they now are 
 by the supposed necessity of school organization, 
 from those their plain and most engrossing 
 duties, in order that they should study and 
 teach other subjects ; even though those other 
 subjects be named "accessory" or "collateral" 
 sciences. The one duty or the other must be 
 imperfectly done : most probably both. 
 
 I would add that all that has been said of 
 teachers, of teaching and its defects, as well as 
 of examinations and the abuse of them in 
 colleges of general instruction, applies largely to 
 schools of medicine. The name being changed, 
 the story is told of us. 
 
 I am unwilling to quit this part of my under- 
 taking without stating Hunter's judgment re- 
 specting it in connexion with his own course in 
 life. When a young man he was entered as a 
 gentleman commoner at a college in Oxford ; 
 but he speedily left the University. In giving 
 an account of that incident in his life in after 
 years, he said : " They wanted that I should 
 stuff Latin and Greek ; but those schemes I 
 soon cracked as they came before me." And 
 more he said in his usual plain and rough man- 
 ner. I may perhaps venture to speculate that, 
 had he remained at the University, had he 
 adopted the studies of the place, he might, with 
 G 2 
 
 Htinter fit 
 Oxford. 
 
84 
 
 WANTS IN THE EDUCATION 
 
 (Humboldt.) 
 
 Gennan 
 
 Univer- 
 sities. 
 
 Our 7ua?tts. 
 
 his genius and indomitable industry, have made 
 a name for success in tracing the development 
 of language, in worrying words, or in com- 
 menting on the lost meaning (if they ever had 
 any) in passages of some ancient author — in 
 writing a book upon a book. But I more than 
 doubt if, in that case, any number of his 
 countrymen would be assembled eighty years 
 after his death by the desire to do honour 
 to his name. 
 
 It was upwards of a hundred years after 
 Hunter's visit that a beginning was made at 
 the University to establish a museum to illus- 
 trate some branches of natural knowledge. 
 
 In a conversation which I had many years 
 ago at Berlin with Humboldt (not the scholar 
 who did so much for the present form of the 
 education of all the people in Prussia, but the 
 naturalist, Alexander Humboldt), he said to me : 
 "You have in England your two great rich 
 Universities ; here you will find several scattered 
 about Germany — small places, each wtth- its 
 philosophical apparatus, and chemical labora- 
 tory, and museum, and skilful professors; — 
 each a little sun, diffusing the light of know- 
 ledge around it." 
 
 We want teaching-places, with apparatus and 
 laboratories, and skilful teachers strewed thickly 
 around ; and till they exist the people through- 
 
OF ALL CLASSES. 
 
 85 
 
 out this land must be without the light of true 
 knowledge. 
 
 We want that, whatever besides may be 
 taught, every person shall be taught to speak 
 and to write correctly his mother-tongue — that 
 tongue in which all the concerns of his life are 
 dealt with — all his thoughts take form — all he 
 speaks is spoken — from the first articulate sound 
 he utters to the last hope he breathes. 
 
 We want that every person, without regard to 
 station or to sex, shall in early life acquire an 
 elementary knowledge, but a solid knowledge, 
 of the productions of nature amidst which we 
 have our being, and of the laws of nature. We 
 want all this, and I trust we shall speedily see 
 the want supplied. 
 
 Meanwhile, we want that the training of our 
 youth should be the first, or among the first, 
 cares of the governing classes, — of the Parlia- 
 ment and the Government of the country. The 
 neglect of this has been wrong — a wrong to all 
 the people. The neglect in education of the 
 works and the laws of the Creation is more 
 than wrong, — it is irreverent to the Creator. 
 
NOTES. 
 
 Note I. — Page 29. 
 
 PROGRESS AT PUBLIC SCHOOLS.— EARLY EXAMINATIONS 
 AT UNIVERSITIES. 
 
 " An undergraduate at Oxford has to pass four exami- 
 nations before obtaining his degree, the first of which 
 must be passed before he can matriculate, and is imposed 
 by his college. He goes in for his first University Exami- 
 nation (Responsions) either in his first term or as soon 
 afterwards as he is thought to be capable of facing this 
 ordeal ; for a second (Moderations) about the end of his 
 second year ; for the third, some two years afterwards. At 
 Cambridge there is no matriculation test except at Trinity ; 
 the ' Previous examination ' passed about the fourth or 
 fifth term of residence stands instead of both Responsions 
 and Moderations. 
 
 " The standard of Matriculation Examination varies at 
 different colleges. At Christ Church a candidate is ex- 
 pected to construe a passage (which has, been read before) 
 of Virgil and another of Homer, to write a bit of Latin 
 prose, to answer some simple grammatical questions, and 
 to show some acquaintance with arithmetic. About one- 
 third failed, we are informed, in 1862. 'Very few can 
 construe with accuracy a piece from an author they pro- 
 fess to have read. We never try them with an unseen 
 passage. It would be useless to do so. Tolerable Latin 
 prose is very rare. Perhaps one piece in four is free from 
 bad blunders. A good style is scarcely ever seen. The 
 answers we get in arithmetic do not encourage us to 
 .examine them in Euclid or Algebra.' "... 
 
 {ComTnis- 
 
 sloners' 
 
 Report.\ 
 
 Early exa- 
 
 tnifiatiotis 
 
 dejined. 
 
 Matricu- 
 lation : 
 at Christ 
 Church, 
 
 Evidence of 
 the Dean. 
 
PROGRESS AT SCHOOLS TESTED. 
 
 Matricu- 
 lations 
 at other 
 Colleges. 
 
 Responsiojis. 
 
 Statement 
 of lesnlts. 
 
 (Mr. Ogle.) 
 
 Failure 
 of many 
 candidates. 
 
 (Mr. Fur- 
 tteanx.) 
 
 " Of the Other colleges, some add to the subjects of 
 examination two books of Euclid ; not one, we believe, 
 ventures to put before a candidate a passage of Latin or 
 Greek which he has not read before. ... At colleges 
 which are not full, and have a direct pecuniary interest in 
 being lax, the test, a slight one at best, obviously vanishes 
 altogether.'' 
 
 Responsions : — The result of the early examinations, so 
 named, as stated by Mr. Ogle, one of the examiners, is 
 adopted by the Commissioners. It is as follows : — Out 
 of i68 candidates in March 1863, 67 failed, and of these 
 43 were in a state of unfitness to undergo any examina- 
 tion. " I am perfectly clear," continues Mr. Ogle in a 
 letter to the Vice-Chancellor referred to by the Commis- 
 sioners, " that the failure of all that class, whose work I 
 have had the opportunity of examining, was not owing to 
 special ignorance of the particular subjects required, but 
 ignorance of such a nature as to render them unfit to 
 undergo any examination whatever on any subject what- 
 ever. An ignorance of the easiest principles ■ and rudi- 
 ments of language, an inextricable confusion of thought, 
 . an absence of ordinary facility in spelling or con- 
 structing a sentence in English, — these are the unhappy 
 characteristics of the whole class. . . . Thus a large 
 minority of the young men who matriculate are not only 
 entirely unfit to satisfy the requirements of the place, 
 but are in a state which renders it almost hopeless to 
 expect that they ever will be fit to do so. Their hope and 
 the hope of their friends is, not that they will rise to the 
 standard, but that in time the standard will be low enough 
 to meet their cases, and that, with luck assisting, they will 
 so get through.'' 
 
 In the words of the Commissioners : " Easy as the ex- 
 amination (Responsions) is, the standard of accuracy in 
 it is low ; occurring so early it is, to a considerable extent, 
 a test — a very low test — of schoolwork. Mr. Furneaux, 
 however, states that ' it is notorious that a very large 
 number of those who pass their Responsions without 
 failure have only been made fit to do so by one or two 
 
CLA SS/CS— ENGLISH— SPELLING. 
 
 89 
 
 terms of hard work and diligent teaching in this place 
 (Oxford).' These facts and figures do not indicate an 
 average of classical attainment which can by any stretch 
 of indulgence be deemed satisfactory. We are further 
 told that there is a great want of accurate grounding per- 
 ceptible sometimes even in elegant scholars ; that the 
 knowledge of history and geography, though better than 
 it was, is still very meagre ; and that there are great 
 deficiencies observable in English composition, reading, 
 and spelling. . . . 
 
 " It is impossible to misapprehend the effect which 
 this state of things produces and must produce on 
 the studies of the Universities. In the case of those 
 who do not read for honours, at all events, the work- 
 ing of the first two years is, as has been seen, simply 
 schoolwork — work proper for the upper forms of a large 
 school. 
 
 " The usual age of matriculation at Oxford (no record 
 is kept at Cambridge) is between 18 and 19. Of 430 who 
 matriculated in 1862, only 22, or 5 per cent., were below 
 18 years of age, while 209, or 49 per cent., had attained 
 the age of 19. It follows that, with a great mass of men, 
 school education — and that education one which barely 
 enables them at last to construe a Latin and Greek book, 
 poet and orator, chosen by themselves, to master three 
 books of Euclid, and solve a problem in quadratic 
 equations — is prolonged to the age of 20 oj 21. To give 
 such instruction is not the proper business of a University. 
 . . . Men whose abilities lead them to other than classical 
 subjects are impeded and sometimes stopped by the want 
 of early accurate training. . . . 
 
 " Instead of making progress (says a witness, a gentle- 
 man, the Commissioners state, of great judgment and 
 experience), a few years ago the University of Oxford had 
 to make its course commence with more elementary 
 teaching, and to insist on the rudiments of arithmetic 
 and a more precise acquaintance with the elements of 
 grammar. Tutors felt that it was degrading both to 
 themselves and to the University to descend "to such 
 
 Conclusioji. 
 of Commis- 
 sionars. 
 
 Effect on 
 studies of 
 University. 
 
 Average a^e 
 at time of 
 ntatricu- 
 latioK. 
 
 {Mr 
 Hedley. ) 
 
 Coicrse 
 lovjered 
 to suit low 
 state of 
 preparation. 
 
90 
 
 LOW STATE OF PREPARATION. 
 
 Furiker 
 evidence of 
 thai low 
 state. 
 
 preliminary instruction, but the necessity of the case 
 compelled them. 
 
 " The time demanded for education, and therefore the 
 expense of it, appears to be on the increase ; and the 
 Universities are practically closed to men whose means 
 or destination in life do not permit them to give up after 
 leaving school three or four additional years, about half 
 of which are spent merely in schoolwork, and the remain- 
 ing two partly upon Latin and Greek. 
 
 " The candidates for matriculation from public schools 
 (adds Mr. Price, Seidlian Professor of Natural Philo- 
 sophy, Oxford, the evidence being adopted by the Com- 
 missioners), who came under my view, can, in many 
 cases, scarcely apply the rules of arithmetic, and gene- 
 rally egregiously fail in questions which require a little 
 independent thought and common sense. Mr. Hammond, 
 Tutor of Trinity, Cambridge, gives evidence to a similar 
 effect."' 
 
 Proportion of Boys who pass from Public Schools 
 TO Universities.^ 
 
 
 Number of Boys 
 
 who left within 
 
 one year. 
 
 Number of Boys 
 
 leaving within 
 
 one year who 
 
 went to the 
 
 Universities. 
 
 Eton 
 
 ■ 176 
 
 79 
 
 Winchester . . . 
 
 31 
 
 13 
 
 Westminster . . . 
 
 27 
 
 ID 
 
 Charterhouse . . . 
 
 27 
 
 5 
 
 St. Paul's .... 
 
 17 
 
 5 
 
 Merchant Taylors' . 
 
 59 
 
 8 
 
 Harrow .... 
 
 loS 
 
 38 
 
 Rugby 
 
 140 
 
 34 
 
 Shrewsbury . . . 
 
 39 
 
 14 
 
 621 
 
 206 
 
 (i) " Report of H.M. Commissioners, appointed to inquire into the 
 Revenues and Management of certain Colleges and Schools, and the Studies 
 pursued an3 Instruction given therein," vol. i.^ p, 23-26. 1864. 
 
 (2) Same Commissioners' Report, 1864, p. 27. 
 
PROPORTION OF SUCCESS TO FAILURE. 
 
 91 
 
 Note II. — Page 32. 
 
 PROGRESS AT THE UNIVERSITIES. — DEGREES IN ARTS. 
 
 "In order to an understanding of what our arrange- 
 ments actually are, a distinction must be attended to, the 
 importance of which could not be gathered either from 
 the examination statute or from any printed directions. 
 This is the distinction between what is compulsory on all 
 and what is left to voluntary ambition — the distinction 
 between ' Pass ' and ' Class.' The essential bearing of the 
 distinctions on the University question is not appreciated 
 by the public outside ; the common impression being [in 
 the words of Professor Burrows], that obtaining 'a ' Pass ' 
 degree is a very creditable and quite satisfactory achieve- 
 ment, while the class-list contains the names of some few 
 wonderfully clever and hard-working students, who are, 
 not uncommonly, supposed to have ruined themselves 
 for hfe in their exertions, and to be great fools for their 
 pains. University men, of course, know better.' 
 
 "... But because the ' Pass ' is a nuUity, it is not 
 enough to exhort the student not to rest satisfied with it. 
 We must not close our eyes to the fact that the honour- 
 students are the only students who are undergoing any 
 educational process which can be Considered the function 
 of a University either to impart or to exact ; the only 
 students who are at all within the scope of the scientific 
 apparatus and arrangements of an academical body. 
 This class of students cannot be estimated at more than 
 30 per cent, of the whole number frequenting the Uni- 
 versity. 
 
 "The remaining 70 per cent, not only furnish from 
 among them all the idleness and extravagance which is 
 become a byword throughout the country, but cannot be 
 considered to be even nominally pursuing any course of 
 
 (i) "Pass and Class," &c,, by Montague Burrows, M.A., p. 8. | 
 
 (Mr. Pat- 
 tison.) 
 
 Distinciion 
 between 
 ^^ Pass" ana 
 " Class." 
 
 {Professor 
 Burrows.) 
 
 (Mr. Pat- 
 tison.) 
 
 The "Pass" 
 a nullity. 
 
 Proportion 
 of those wha 
 profit by 
 University 
 course. 
 
92 
 
 SUCCESS AND FAILURE AT UNIVERSITY. 
 
 Schoohuork 
 over again 
 at Uni- , 
 "uersity. 
 
 (Hon. E. L. 
 Stanley.) 
 
 Number of 
 those who 
 fail at 
 Oxford. 
 
 Waste of 
 endowments. 
 
 University studies at all. For the passman the Univer- 
 sity is but an unmeaning repetition of the school. Sent 
 up here at nineteen, not having learned what he might 
 have learned by sixteen, we have the option of teaching 
 him nothing at all, or of teaching him over again what he 
 has already been five or six years in not learning. The 
 attempt even to do this is often vain, owing to a habit of 
 duncehood which has been acquired by the passive 
 resistance of the mind to the reiteration of the same 
 matter." ^ 
 
 " I find by the Oxford Calendar that in 1868 579 under- 
 graduates matriculated, and 352 took the degree of 
 Bachelor of Arts. That is, in their career through , the 
 University about one-third of the freshmen drop out : of 
 the remaining two-thirds 168 took some honours. So, 
 that of those who came to Oxford less than a third take 
 their degree in such a way as to indicate any amount of 
 study, one-third a simple pass, and more than a third 
 disappear. When we consider the enormous revenues 
 and appliances at Oxford, its nineteen colleges, with their 
 stately buildings and luxurious establishments, we may 
 well be surprised at the small result. What the revenues 
 of Oxford are exactly it would be difficult to say, but they 
 can hardly be put at less than ;£200,ooo a year, besides 
 what is received from the undergraduates themselves ; 
 and besides this, there is the value of the buildings, 
 libraries, gardens, and other fixed property, which, though 
 not producing income directly, must be considered as 
 adding greatly to the attractiveness and dignity of the 
 University. 
 
 " Probably the revenues of Oxford and Cambridge 
 exceed the revenues of all Continental Universities to- 
 gether ; and yet when we look at the result, we see this 
 paltry number of less than 1 77 a year turned out with any 
 pretence to education." ^ 
 
 (i) " Suggestions on Academical Organization with especial reference to 
 Oxford." By Marie Pattison, B.D., Rector of Lincoln College, Oxford, 
 p. 238. 1868. 
 
 (2) ''Oxford University Reform." By the Hon. Edward Lyulph Stanley, 
 late Fellow of Balliol College, pp. 12, 13. i86g. 
 
PRESENT S VS TEM—LANG UA GE— GRAMMAR. 93 
 
 CLASSICAL LANGUAGES AND GRAMMAR IN EDUCATION. 
 
 " And only see how you set about learning these lan- 
 guages. Learning the language is a joke compared with 
 learning the grammar. ... I agree with the German wit, 
 Heine, who said, ' How fprtunate the Romans were that 
 they had not to learn the Latin Grammar.' " 1 
 
 "Why, I venture to say if ^Eschylus were to come to 
 life again he would be easily plucked on his own verses 
 by an Oxford examiner. And as for Homer, I am quite cer- 
 tain he did not know the difference between the nominative 
 and accusative cases, and had never heard of it. And 
 yet the best years of our hves are spent in these profitless 
 analyses of works that were produced by men utterly 
 unconscious of the rules we are endeavouring to elicit 
 from them." ' 
 
 " Some of our very worst writers have been splendid 
 scholars ; some of our very best writers have been no 
 scholars at all. . . . The greatest masters of all style 
 were the Greeks, who knew no word of language but their 
 own. The Roman writers, in exact proportion to their study 
 of Greek, paralysed some of the finest powers of their 
 own language, and produced a literature which, in its 
 uninterrupted decadence, became more and more deficient 
 in originality and in worth. . . . Keats, the most tho- 
 roughly classical of all our writers — Keats, of whom Byron 
 said that 'he was a Greek himself — could not read a 
 word of the Greek language. Milton, the greatest scholar 
 among poets, and one of the few poets whose originality 
 has survived their scholarship, discarded the practice 
 from his own ideal system, and speaks of it, as we all 
 know, with intense and undisguised contempt. 
 
 "And, indeed, the study of Greek and Latin compo- 
 sition has distinctly injured our own English language, 
 and done mischief to our great writers. Milton himself 
 
 (i) "Primary and Classical Education." By the Right Hon. Rober 
 Lowe." p. 17, 1867. 
 (2) Mr. Lowe's speech reported in the Tiines, November 4, 1867. 
 
 Ante, p. 24., 
 
 {Right Hon. 
 R. Lowe.) 
 
 Gravwiar. 
 
 Classical 
 
 writers 
 
 ttnconscious 
 
 of rules 
 
 deduced 
 
 front their 
 
 writings. 
 
 (Mr. 
 Farrar.) 
 
 Greek 
 writers. 
 
 English 
 spoiled by 
 Greek and 
 Latin com- 
 position. 
 
94 
 
 NEGLECT OF ENGLISH LANGUAGE. 
 
 Ante^p. 43. 
 
 (Mr. 
 Parker. ) 
 
 Recognised 
 in prize 
 essays and 
 fwtw7trs. 
 
 Not recog- 
 jtised i}i 
 mairicjila- 
 tion a7id 
 " Pass.'' 
 
 {Right Hon. 
 R. l.o^vc.) 
 
 Greek and 
 L,atin 
 writings 
 studied. 
 
 English 
 aiUlLors dis- 
 
 Result. 
 
 did not escape the taint. . . . Macaulay considers that 
 Milton's success in Latin verse adds greatly to pur 
 astonishment that he should have been able to write the 
 ' Paradise Lost.'" 1 
 
 ENGLISH LANGUAGE AND LITERATURE. 
 
 " At Oxford, the Chancellor's, the Arnold, the Stanhope, 
 and the two Theological Essay Prizes are high distinc- 
 tions bestowed upon able treatment of subjects in English. 
 There are also prizes for English verse. And in examina- 
 tions for scholarships, or University honours (except in 
 mathematics and perhaps in natural science), a good 
 English style conduces greatly to success. So far Oxford 
 may reject the blame for not promoting the study of 
 English at schools. It is otherwise in matriculations and 
 pass examinations. No English composition is required ; 
 and if bad spelling, bad grammar, and bad style in English 
 translation were taken into strict account, the number of 
 failures would be much increased." * 
 
 " We have, I here say boldly, a literature unparalleled in 
 the world. Which of our great classical authors is a 
 young man required to read in order to attain the honours 
 our educational institutions can give him ? He studies in 
 the most minute manner the ancient writings of Rome 
 and Greece. But as for Chaucer and Spenser, or the 
 earlier classics, the older dramatists, or the writers of the 
 reigns of Queen Elizabeth and Charles L, he knows 
 nothing ; and the consequence is that our style is im- 
 poverished, and the noble old language of our forefathers 
 drops out of use, while the minds of our young men are 
 employed instead in stringing together scraps of Latin 
 poets learned by heart, and making them into execrable 
 hexameters. 
 
 (1) The Rev. F. W. Farrar, M.A„ F.R.S., Assistant-Master at Harrow, 
 late Fellow of Trinity College, Cambridge, in '* Essays on a Liberal 
 Education," p. 224. 
 
 {2) "On the History of Classical Education.'' By Charles Stuart Parker, 
 M.A., Fellow of University College, Oxford, in "Essays on a Liberal 
 Education," p. 74. Ed. by Rev. F. W. Farrar, M.A., F.R.S., 
 
CLASSICAL AND POPULAR LATIN. 
 
 95 
 
 " Then, as for modern languages, there is some feeble 
 sort of an attempt to teach them, but nothing effec- 
 tive," &c.^ 
 
 Our language, in so far as it owes its origin to Latin, 
 having been taken immediately and chiefly from the French 
 — through it from the Latin — it may be well to add that 
 the French and the other so-named "Romance languages " 
 are shown to have been derived, not from the Latin of the 
 learned or literary, but from the language of the common 
 people, including the soldiery. " That popular Latin " 
 which was variously and contemptuously named by the 
 scholar of the period, " lingua Romano rtcstica," " Cas. 
 trense verbum," &c., is not (we are warned) to be con- 
 founded with " low Latin — a gross and barren imitation 
 of the Roman literary dialect." " It (the popular Latin) 
 became a distinct language ; was the mistress of Gaul ; 
 the mother of the French language : while the literary 
 dialect became a dead language, destined to have no in- 
 fluence in the formation of modern languages." ..." It 
 is therefore incorrect to say that the French is classical 
 Latin corrupted by an intermixture of popular forms : it 
 is, on the contrary, the popular Latin alone."'' 
 
 Note III.— Page 63. 
 
 TEACHING AT UNIVERSITIES.— PROFESSORS AND TUTORS. 
 
 " The general fact is unquestionable that the Professors 
 are not now the teachers of the University ; and that of all 
 the functions of the academic body, that which was once, 
 and which in the statutes is still presumed to be, the most 
 important, might tease to exist altogether, with hardly 
 any perceptible shock to the general system of the place. 
 The cessation of professorial teaching, ... so far as we 
 
 (i) Right Hon. Robert Lowe, " Primary and Classical Education," p. 26. 
 
 (2) See "A Historical Grammar of the French Tongue." By Auguste 
 Brachet, f-anslated by G. W. Kitchin, M.A., Oxford, at the Clarendon 
 Press. i86g. 
 
 No effective 
 study of 
 foreign 
 la?tgiiages. 
 
 (M. Bra- 
 c/iei.) 
 
 Connexion 
 of English 
 with French 
 and Latin. 
 
 French 
 taken from 
 popnlar 
 Latin. 
 
 (Co?nwis- 
 
 sioner^ 
 
 Repi?rt.) 
 
 Professorial 
 
 teaching 
 
 disused. 
 
96 
 
 STUDIES CONTROLLED BY EXAMINATIONS. 
 
 Allsiitdy 
 and teaching 
 directed to 
 examina- 
 tions. 
 
 Prpfessor- 
 ships ill- 
 paid. 
 
 College 
 Tutors, 
 
 Mr, Pat- 
 tison quoted 
 by Com- 
 missioners, 
 
 Examina- 
 tions reguirii 
 ^' cram,'^ 
 
 Temporary 
 nature of 
 ojffice. 
 
 can ascertain, has been the rule and not the exception for 
 at least a century and a half. This state of things has 
 been brought about by various causes. . . . 
 
 " In the first place, there is little demand for professo- 
 rial teaching. . . . The public examinations, as we have 
 shown, have also assisted in bringing the studies of the 
 University within a narrow range. It is not to be expected 
 that young men, who suppose their success in life to 
 depend on success in these examinations, wiU bestow or 
 (as they think) waste time in attending lectures which are 
 no way likely to promote their main object. Students 
 have had no motive whatever supplied by the University to 
 induce them to study Physiology, Chemistry, and the other 
 natural sciences ; they have had no sufficient motive for 
 studying even History or Theology. Under such circum- 
 stances, the teaching of the ablest Professors would be 
 unable to secure a permanent audience. Again, the en- 
 dowments of the professorships, with three or four excep- 
 tions, are not such as to command the services of the 
 ablest men," &c.^ 
 
 " The causes of the disrepute of the College Tutor may 
 be easily enumerated : — 
 
 " Chiefly individual inferiority, want of ability, defective 
 attainments, indifference to his occupation, and other per- 
 sonal disqualifications. . . . 
 
 " The admission of ill-prepared students, who lower the 
 general tone of instruction. The too great toleration of 
 idle students. 
 
 " The incidental effect of an examination system which 
 creates a demand for ' cram,' and so subtracts the pupil 
 during his most valuable time — his last year — from the 
 full action of the college course. 
 
 " The transitory nature of the occupation, which in 
 most cases being adopted ' in transitu ' to a totally dif- 
 ferent pursuit, has none of the aids which in the regular 
 professions are derived from regard to the professional 
 
 (i) "Oxford University Commission. Report of H.M. Commissioners 
 appointed to inquire into the State, Discipline, Studies, and Revenues of the 
 University and Colleges of Oxford," p. 93. 1852. 
 
DEFECTIVE TEACHING: PROFESSORS. TUTORS. 97 
 
 credit and the sustained interest which a life-pursuit 
 possesses."' 
 
 " In the Professors of the University you have a body of 
 men who are devoted to the study of special branches of 
 learning, and who are devoted to this study for their lives ; 
 they do not take up education as an accidental occupation, 
 but as the main business and employment of their lives ; 
 and there cannot be a doubt that the person who, devotes 
 his life to the study of a certain branch of learning must 
 attain more proficiency in that branch than a person who 
 devotes himself to it (even supposing the two to be of 
 equal ability) for only a very limited period. [Some of the 
 College Tutors are much in the position of Professors.] 
 But a large number are persons who take up this pro- 
 fession only as an accident in their lives ; they are not 
 really devoted to it, but take it up for a few years. ... It 
 occupies a certain gap from the period of their taking 
 the Master's degree on to that period when they are of 
 sufficient standing to get a college living ; but the ultimate 
 object of most of them would be, undoubtedly, to go away 
 into the country and get a living, and then they throw up 
 their occupation as tutors." 
 
 " § 28. I think that the great object is to secure an 
 efficient body of teachers in the University ; and this you 
 can only do by giving to those teachers or professors, or 
 whatever you like to call them, sufficient incomes," &c. 
 [To this is added the importance of freeing tutors from all 
 restrictions, such as enforced celibacy. " The general 
 consolidation of the teaching staff of the University for 
 the purposes of instruction " is also advised.] 
 
 " § 31. From your knowledge of the German Universi- 
 ties, the students lodge generally in the town, do they not .-' 
 — They lodge in the town exclusively. 
 
 " § 32. Does that produce much harm, do you think ? 
 — Not that I am aware of. My experience is dated some 
 time ago, but I can only say that when I was at the 
 University of Giessen, where I went to study chemistry 
 
 (r) From statement of Mr. Pattison, adopted by H.M. Commissioners' 
 Reportj p. S7. 1852. 
 
 H 
 
 {Sir B. 
 Brodic.) 
 
 Professors 
 eviployed 
 perma- 
 nently. 
 
 Many 
 Tutors only 
 •while "Wait- 
 ing for a 
 living. 
 
 Need of 
 efficient 
 teachers 
 suitably 
 paid. 
 
 In Germany 
 students of 
 science 
 enthusiastic. 
 
DEFECTS OF SYSTEM: COLLEGE TUTORS. 
 
 Contrast 
 with 
 
 students in 
 Oj/ard. 
 
 (E. S. Roun^ 
 dell, M.A.) 
 
 Waste of en- 
 doiLiTitenis 
 at Oscjord. 
 
 Ablest men 
 not retained. 
 
 Scholar- 
 shij>s not 
 held by best 
 
 inainly by 
 rich men. 
 
 Colleges 
 break down 
 ijL tutor~ 
 skips. 
 
 under Liebig, a more diligent and enthusiastic body of 
 students I never saw than those laboratory students. 
 They were not drawn from the higher classes of the coun- 
 try ; they were many of them pharmaciens of Germany ; but 
 they nevertheless received a thoroughly good scientific 
 education. I say that the enthusiasm and earnestness of 
 the young men in the laboratory was quite unparalleled 
 in my experience at Oxford. The dilettante sort- of way 
 in which things go on there is very inferior indeed to the 
 way the German students study. At Heidelberg, I have 
 been told, there are about eighty professors, and amongst 
 those professors are some of the most eminent men in 
 Europe, so that they have a staff quite unsurpassed. The 
 contact with such men creates an enthusiasm for know- 
 ledge." 1 
 
 " § 259. The principle I wish to see carried out is the 
 application of the college revenues to University purposes, 
 the object being the settlement, and once for all, of the 
 upper-class education of the country." 
 
 " § 260. What do you take to be the great defect of 
 the present system? — The waste of our great endow- 
 ments. 
 
 " § 262. [After a detail of the endowments, and of the 
 present disposal of them, the evidence continues.] Therer 
 fore, to sum up what I have said . . . the college has no 
 hold on the continued services of its best men, its fellows : 
 and with regard to the scholars, it does not get the best 
 men to hold those scholarships ; the supply is far greater 
 than the demand. ... It must also be remembered that 
 as we have not yet reached those lower strata of society, 
 those scholarships are mainly taken by rich men who do 
 not want them. 
 
 " § 263. What do you take to be the working of the 
 present college system ? — Speaking of the colleges gene- 
 rally, I consider that it is not too much to say that it 
 breaks down, that there is a breakdown, especially as 
 regards the tutorships ; and I say that for these reasons 
 
 (i) Evidence of Professor Sir B. C. Brodie, Bart., in Special Report, Oxford 
 and Cambridge Universities Education Bill. 1867. 
 
CHANGE OF SYSTEM REQUIRED. 
 
 99 
 
 — [several are stated] — Therefore, the choice of those 
 tutors, the most important persons in the college, is vir- 
 tually a matter of accident. Then, in the second place, 
 what happens to those tutors when you have got them ? 
 — They have no career before them ; they are bound to 
 celibacy ; they are in constant expectation of professor- 
 ships, masterships, and so on elsewhere, or the clerical 
 tutors are looking out for college livings. Hence this 
 follows, that the tutors are a fluctuating body with very 
 rapid succession ; there is no permanency about them ; 
 and what is the most notable fact in the University now 
 is, the juniority of those tutors. 
 
 " § 266. I would wish to call attention to the vast dis- 
 proportion which exists between those great revenues and 
 the work which is done with them, and the way in which 
 we fail to reach the professions, especially the secondary 
 professions. We fail also to reach the commercial and 
 mercantile class, and we almost wholly fail to reach the 
 poor man. This also must be observed, that the Univer- 
 sity is closed for half the year ; in fact, that with all its 
 magnificent machinery, it works only half time, and that 
 must be taken in connexion with the fact of the super- 
 abundant staff of college fellows who are at present 
 wasted, and who ought to turn themselves to purposes of 
 national education. 
 
 " § 269. Upon what grounds do you rely for a change 
 in this respect, as regards the increase in the number of 
 the students ? — I should expect, and I should feel confi- 
 dent, that numbers would come to the University when 
 certain things have been done : first, when we have 
 abohshed the University and collegiate religious tests ; 
 secondly, when the endowments and privileges of the 
 colleges and the University are fully thrown open to all 
 who deserve them ; thirdly, when we have provided a 
 staff of the most eminent teachers ; ' fourthly, when we 
 have given due encouragement to the new studies, in order 
 to counteract the predominantly classical character of our 
 present system ; fifthly, when the University course is 
 shortened ; and lastly, . . . when the cost is cheapened. 
 H 2 
 
 Tutors a 
 fluctuating 
 body. 
 
 Dispropor- 
 ticn betiveen 
 revenues and 
 ivork done. 
 
 The chavges 
 cf syslein 
 7iecessary. 
 
lOO 
 
 TEACHING POWER INSUFFICIENT. 
 
 Benefit to 
 poor men 
 from 
 changes. 
 
 (Sir B. 
 Brodie.) 
 
 Funds ex- 
 pended in 
 prizes, not 
 in teaching. 
 
 (Mr. Pat- 
 tison.) 
 
 National 
 endnvments 
 /or ediica- 
 tion of the 
 iveatihy. 
 
 "... The educational charities have been estimated to 
 amount to about ^370,000 a year. 
 
 " § 318. . . . I conceive that if the endowed schools of 
 the country are made thoroughly efficient, and if those 
 great educational endowments which are now mostly 
 wasted and positively mischievous are turned to purposes 
 of public utility, a splendid opening will be afforded to, 
 boys of humble birth to rise gradually from the elemen- 
 tary schools, through the grammar-schools, to the Univer- 
 sities ; I mean those who have ability enough to justify 
 their rise in life." ^ 
 
 " § 153. I think I understood you to give it as your 
 opinion that it was desirable that much more of the expendi- 
 ture at Oxford should be made upon teaching than upon 
 fellowships or other prizes ? — Yes ; that is what 1 say. I 
 think that that is the most beneficial object to which 
 the University and the colleges also can devote their 
 fupds. 
 
 " § 1 54. At present it is the case, is it not, that.by far 
 the largest proportion goes to prizes? — Very much the 
 largest proportion indeed. Very httle is expended on 
 education, for you must remember that the students pay 
 for their education in the colleges. I believe it is reckoned 
 roughly that they pay about ^20,000 a year in fees to 
 tutors." ^ 
 
 " Class education would seem to be as rooted an idea 
 in the English mind as denominational religion. But if 
 the Universities are only schools for the wealthy classes, 
 why should they enjoy a large national endowment ? En- 
 dowments mean, then, gratuitous education. Why should 
 the nation, out of its national endowment-fund, provide 
 gratuitous educaWon, to the extent of _^20o,ooo a year, 
 for the sons of precisely that class which is best able 
 to pay for whatever education it may think proper to 
 have ? 
 
 " If the University be a school, of which heads, canons, 
 
 (1) Evidence of E. S. Roundell, M.A., Fellow of Merton College, Oxford, 
 in Special, Report, Oxford and Cambridge Universities Education Bill. 
 1867. 
 
 (2) Evidence of Sir B C. Brodie, in Special Report before cited. 
 
NATURAL SCIENCE NECESSARY. 
 
 lOI 
 
 professors, and tutors are the teachers, and is frequented 
 exclusively or chiefly by the rich, it is impossible that it 
 should claim any longer to preserve its endowments. All 
 our experience is against gratuitous instruction being pro- 
 vided for any class in the community, even the poorest. 
 But if gratuitous class-education is to exist at all, it 
 certainly cannot continue precisely for the wealthiest 
 class." '^ 
 
 Note IV.— Page 48. 
 
 INSTRUCT)f)N IN NATURAL SCIENCE. 
 
 " Natural science, with such slight exceptions as have 
 been noticed above, is practically excluded from the educa- 
 tion of the higher classes in England. Education with us 
 is, in this respect, narrower than it was three centuries ago, 
 whilst science has prodigiously extended her empire, has 
 explored immense tracts, divided them into provinces, 
 introduced into them order and method, and made them 
 accessible to all. This exclusion is, in our view, a plain 
 defect and a great practical evil. It narrows unduly and 
 injuriously the mental training of the young, and the 
 knowledge, interests, and pursuits of men in maturer life. 
 Of the larger number of men who have little aptitude or 
 taste for literature, there are many who have an aptitude 
 for science, especially for science which deals, not with 
 abstractions, but with external and sensible objects : how 
 many such there are can never be known, as long as the 
 only education given at schools is purely literary ; but that 
 such cases are not rare or exceptional can hardly be 
 doubted by any one who has obseiTed either boys or men. 
 Nor would it be an answer, were it true, to say that such 
 persons are sure to find their vocation, sooner or later. 
 But this is not true. We believe that many pass through 
 life without useful mental employment and without the 
 
 (1) M. Pattison, B.D , loc. cit., p. 326. 
 
 {Coi7ttHis- 
 
 sioners^ 
 
 Report:) 
 
 Exchtsion 
 of Natural 
 SciencefroiK 
 edzication a 
 great evil. 
 
NATURAL SCIENCE IN MENTAL TRAINING. 
 
 (Rev. G. F. 
 W. Mar- 
 timer^ D,D.') 
 
 A ritkntetic 
 and che- 
 mistry in 
 mental 
 training. 
 
 of experi- 
 ments to the 
 young. 
 
 (Right Hon. 
 R Lowe.) 
 
 Physical 
 Sciences in 
 education. 
 
 wholesome interest of a favourite study, for want of an 
 early introduction to one for which they are really fit. 
 It is not, however, for such cases only, that an early 
 introduction to natural science is desirable. It is de- 
 sirable, surely, though not necessary, for all educated 
 men." ^ 
 
 " § 3766. Do you attribute importance, with reference 
 to mental training, to the teaching of physical science .■' 
 — Very great indeed. . . . 
 
 " \ 3806. Our system is not precisely the system of the 
 public schools. It takes in natural science, it takes in 
 chemistry. Most of the boys who leave us, after having 
 been there two or three years, will have such a knowledge 
 of chemistry as is perfectly applicable to the arts and 
 manufactures. They have a thorough knowledge of arith- 
 metic and book-keeping. And I consider that all those 
 things are equally necessary for those who go to the 
 Universities ; for I believe that in part our success in 
 mathematical examinations depends on the fact that our 
 boys can perform the experiments. They have a general 
 knowledge of practical science, so that if the education 
 were more limited I think it would be a bad thing. . . . 
 
 " \ 3810. Do you think it in general undesirable to begin 
 Latin at a very early age ? — I think that Latin is as quickly 
 mastered by a boy whose mind has been called into play 
 as it would have been if he had not had his mind called 
 into play, and had been three years earlier at work. The 
 boy who has reasoned out sums of arithmetic, who has 
 had his mind brought fully into play, and been taught to 
 think, will very soon master a language." ^ 
 
 " I must also, as a sincere well-wisher to the University, 
 express my hope that the Physical Sciences will be brought 
 much more prominently forward in the scheme of Univer- 
 sity education. I have seen in Australia Oxford men placed 
 in positions in which they had reason bitterly to regret 
 that their costly education, while making them intimately 
 
 (i) Report, &c. on certain Colleges and Schools, vol. i. p, 32. 1864. 
 (2) '* Schools Inquiry Commission." Evidence of Rev. G, F. W. Mor- 
 timer, Head-Master of City of London School. 1868. 
 
EARLY PREPARATION REQUIRED. 
 
 103 
 
 acquainted with remote events and distant nations, had left 
 them in utter ignorance of the laws of Nature, and placfed 
 them under immense disadvantages in that struggle with 
 her which they had to maintain." ^ 
 
 " \ fiS^T. I>o you consider that you possess such a know- 
 ledge of science as would enable you to form an opinion 
 as to the educational advantages of science, as to the 
 competency of science to effect on the mind of youth that 
 educational discipline which is often referred to by 
 teachers of public schools ? — I have had the misfortune 
 to receive what is called a classical education, and there- 
 fore am very ignorant of science ; but I think that there 
 is no doubt of this, that when you talk of exercising the 
 faculties of the human mind by study, there is no logic 
 so subtle, so refined, and so improving to the mind as 
 that of Nature; and I have always remarked (and so 
 have most people who have read any scientific work at 
 aU) the great power and command of language that is 
 generally possessed by persons possessing high scientific 
 attainments. It looks to me as if the two went together. 
 I suppose there are no more beautiful specimens of the 
 English language than some of Sir John Herschel's 
 writings." ^ 
 
 " § 59- Your Natural Science Tripos has very much 
 failed at Oxford ? — The number of students is very 
 limited. 
 
 " \ 60. And you attribute that to fellowships not being 
 given for those subjects ? — There are several causes. One 
 is the want of early preparation of the subjects at school, 
 so that the subject being new to them and difficult, the 
 young men are not in the least degree up to it. In the 
 next place there is what you say, namely, that they are 
 not likely to go in for subjects in which there is no pros- 
 pect of obtaining a fellowship. 
 
 (i) From Answers by Robert Lowe, Esq., M.A., Barrister-at-Law, 
 late Fellow of Magdalen College, in Oxford University Commission: 
 Report of her Majesty's Commissioners appointed to inquire into the State, 
 Discipline, Studies, and Revenues of the University and Colleges of Oxford." 
 Evidence, p. 12. 1852. 
 
 (2) " Schools Inquiry Commission," vol. iv. 1868. Evidence of R. Lowe, 
 Esq., M.P. 
 
 Nnturiil 
 Sciejue 
 as menial 
 discipline. 
 
 (Sir B. 
 Brndie.) 
 
 Natural 
 Science 
 Tripos at 
 Oxford. 
 
I04 
 
 MATHEMATICS. NATURAL SCIENCE. 
 
 {Mr. y. s 
 
 Mill.) 
 
 Matheina- 
 tical and 
 ihysical 
 iciences itt 
 education. 
 
 "\ 171. Is not the present system of classical studies 
 protected by very large bounties ? — Yes, it is protected 
 by fellowships and scholarships. 
 
 "§172. Which operate, do they not, in turning young 
 men away from the study of science to the study of the 
 classics ? — Yes, certainly. I mean that the study of science 
 in Oxford would be much better if there were no fellow- 
 ships at all." ' 
 
 "While mathematics and the mathematical sciences 
 supply us with a typical example of the ascertainment of 
 truth by reasoning ; those physical sciences which are not 
 mathematical, such as chemistry and purely experimental 
 physics, show us in equal perfection the other mode of 
 arriving at certain truth by observation in its most accu- 
 rate form, that of experiment. The value of mathematics 
 in a logical point of view is an old topic with mathematir 
 cians, and has even been insisted on so exclusively as to 
 provoke a counter-£xaggeration, of which a well-known 
 essay by Sir William Hamilton is an example; but the 
 logical value of experimental science is comparatively a 
 new subject ; yet there is no intellectual discipline more 
 important than that which the experimental sciences afford. 
 Their whole occupation consists in doing well what all of 
 us, during the whole of life, are engaged in doing for the-, 
 most part badly. All men do not affect to be reasoners, 
 but all profess and really attempt to draw inferences from 
 experience : yet hardly any one, who has not been a 
 student of the physical sciences, sets out with any just 
 idea of what the process of interpreting experience really 
 
 (i) Special Report, Oxford and Cambridge Universities Education Bill, 
 1867. Evidence of Professor Sir B. C. Brodie, Bart., before cited. 
 
 {z) "Inaugural Address" at the University of St. Andrews. By John 
 Stuart Mill. P. 49. 1867. 
 
EXAMINATIONS: EVILS OF. 
 
 105 
 
 Note V.— Page 67. 
 
 EXAMINATIONS, VOLUNTARY AND COMPULSORY. 
 
 " By indirect teaching I mean a course of education 
 in which the student's exertions are directed mainly 
 towards examinations, disputations, or some other public 
 trial of his acquirements ; and in which he is led to 
 acquire knowledge principally by the prospect of the 
 distinctions, honours, or advantages which attend upon 
 success in such trials. I distinguish such teaching from 
 that direct teaching in which instructions are given as 
 claiming the student's attention on the ground of their 
 own value ; and in which they are recommended to him 
 by his own love of knowledge, by the advice and authority 
 of his instructor, and the general sympathy of the body 
 in which he lives. 
 
 " In the English Universities there has always, I be- 
 lieve, been a combination of those two kinds of teaching. 
 . . . But a strong disposition has manifested itself of late 
 years, in the University of Cambridge at least, to give a 
 great preponderance to the indirect system ; — to conduct 
 pur education almost entirely by means of examinations, 
 and to consider the lectures given in the colleges as useful 
 only in proportion as they prepare the student for success 
 in the examinations. . . . 
 
 "... It must be recollected that examinations are a 
 means, not an end ; that a good education, a sound and 
 liberal cultivation of the faculties, is the object at which 
 we ought to aim ; and that examinations cease to be a 
 benefit where they interfere with this object. . . . The 
 knowledge which is acquired for the purpose of an exami- 
 nation merely is often of little value or effect as mental 
 culture, compared with that knowledge which is pursued 
 for its own sake. When a man gives his mind to any 
 subject of study on account of a genuine wish to under- 
 
 IVkeiuell, 
 D.D.) 
 
 Direct and 
 indirect 
 teachijie dis- 
 tinguished. 
 
 Recent pre- 
 pondernncc 
 of competi- 
 tive exami- 
 nations. 
 
 Knowledge 
 gained for 
 examina- 
 tions of lihle 
 value. 
 
io6 
 
 EXAMINATIONS : EVILS OF. 
 
 Sootifor- 
 gotteii. 
 
 As escaTtii- 
 nation in- 
 creases, love 
 of knowledge 
 decreases. 
 
 Teachers 
 prefer indi- 
 rect system. 
 
 Compulsojy 
 examina- 
 tions : 
 abuse of. 
 
 Stand it, he follows its reasonings with care and thought ; 
 ponders over its difficulties, and is not satisfied till it is 
 clear to his mental vision. On the other hand, when he 
 studies for examination only, he does not wish to under- 
 stand, but to appear to understand. 
 
 "... Again : what is acquired fbr an examination is 
 likely to be soon forgotten : the mind is bent upon it with 
 an effort, which, though strong at the time, is felt to be 
 temporary, and is followed by a relapse into compa- 
 rative apathy and obliviousness. . . . When examinations 
 have become a prominent part of our system, when it is 
 seen how much the effect of the system depends upon the 
 mode in which they are conducted, it may easily happen 
 that men may turn all their attention to the arrangements 
 and circumstances of examinations, as if this were the 
 supreme object of the legislation of a University. This 
 would be to discipline soldiers, not for the battle, but for 
 the review. We cannot make the examinations every- 
 thing to our students, without maldng the love of know- 
 ledge nothing. . . . 
 
 "Teachers often prefer the indirect system (that by 
 examinations) because it relieves them from the constantly 
 repeated effort and anxiety which accompanies direct 
 instruction — at least when bestowed upon unwilling or 
 unintelligent pupils. If all solicitude about the student's 
 daily attendance, his daily progress, his transient difficul- 
 ties, his fluctuating diligence, can be rendered superfluous, 
 by examining, at last, what has been the general result of 
 his study, they are naturally glad to escape so easily a 
 burden so oppressive. . . . 
 
 " What has been said hitherto refers to voluntary 
 examinations, which students are induced to enter by the 
 love of distinction. The effect of, compulsory examina- 
 tions, also, requires notice. These, or something equiva- 
 lent, must exist at a University ; but when they are con- 
 sidered as the only means of University education, it is 
 easily to be seen that education must be bad. For their 
 requisitions must be lowered to the level of the average 
 power of mind and of application which young men 
 
INJURIOUS TO EDUCATION. 
 
 107 
 
 possess, in order that University degrees may be the gene- 
 ral mark of a liberal education ; and hence the substance 
 of such examinations cannot be sufficient to exercise and 
 improve the quicker and more capacious intellects. More- 
 over, the knowledge which is acquired for examinations 
 operates less as culture than that which is obtained under 
 other circumstances. And when the examination is a 
 compiilsory one, there is a servile and ignoble influence 
 breathing about it, since it acts not on the hopes, but on 
 the fears ; and holds disgrace and degradation before the 
 eyes of the candidate. Such examinations may be neces- 
 sary, but they never can be more than a necessary evil ; 
 and that system would, indeed, be unworthy of a great 
 and highly-civilized nation, in which the machinery of 
 education was all of this structure." ^ 
 
 " 1 think it the greatest misfortune in a University that 
 success in an examination should be held up by the teach- 
 ing class in general as the principal object of study. . . . 
 I am sure that competition is a dangerous principle. 
 ... It becomes more dangerous the more energetically 
 and skilfully it is applied. At Cambridge it is wonderful 
 to see the power with which it works, and the unlimited 
 dominion which is given to it. And therefore here it 
 produces most visibly its natural effects — discontent in 
 study, feverish and abortive industry, mechanical and 
 spiritless teaching, general bewilderment of both teacher 
 and taught as to the object at which they are aiming. 
 The all-worshipped tripos produces, in fact, what may be 
 called a universal suspension of the work of education. 
 . , . The learner ridicules the love of knowledge, and the 
 teacher with more or less misgiving gradually acquiesces. 
 ... 1 hold that the influence of competition at Cambridge 
 has increased, is increasing, and ought to be diminished ; 
 that the teaching class should set their faces against it, 
 and study to use every means by which it may be mode- 
 rated. If, therefore, it appears that one main reason why 
 
 (i) "On the Principles of English University Education.'" By the Rev. 
 William Whewell, M.A., Fellow and Tutor of Trinity College, Cambridge, 
 pp. 52-58. 
 
 Inferiority 
 of knowledge 
 acquired 
 for exaini' 
 nntions. 
 
 ExaminO' 
 iions no 
 jnore than c 
 necessary 
 evil. 
 
 (^Professor 
 Seeley.) 
 
 Competition 
 in education 
 dangeroits. 
 
 Suspends 
 th ' work of 
 education. 
 
io8 
 
 EX AM IN A TIONS CO MP ULSOR V, 
 
 Learning 
 not required 
 does not 
 Nourish 
 under 
 examina- 
 tion system. 
 
 Teaching to 
 be improved. 
 
 (Mr. Pat- 
 tison.) 
 
 Compulsory 
 examinc- 
 tions do not 
 produce 
 industry. 
 
 learning does not flourish is, that education, depending 
 mainly on the examination system, does not require 
 learning, I consider that education itself suffers from 
 this system. I would deliver education from its depend- 
 ence, and, without renouncing the undeniable advantages 
 of strict and well-conducted examinations, 1 would use 
 them as little as possible for the motive or incentive to 
 study. I would appeal directly to the student's love of 
 knowledge ; I would endeavour in all ways to kindle it, 
 but especially by improving the quality of the teaching ; 
 and even if the result were some diminution of industry, 
 I should find full consolation in the improvement of 
 tone." ' 
 
 " It may be objected to this scheme for doing away with 
 the compulsory examination, that a powerful instrument 
 of discipline is thus thrown away. Granted, it may be 
 said, that the training for the pass-degree gives no intelr 
 lectual training, yet its moral restraint over idleness and 
 dissipation is valuable, nay, indispensable. How helpless 
 would not the dean or tutor become when he could no 
 longer hold iti terrorem over the head of the insubordi- 
 nate the annually-recurring examination which he must 
 pass ! 
 
 " To this I reply that experience has sufficiently refuted 
 the hypothesis that compulsory examinations produce 
 habits of industry. The preparation for them takes up 
 time. But the total of idleness is not thereby lessened. 
 A distaste is engendered for books and reading them, and 
 the youth compensates himself for the hateful hours spent 
 upon his ' grind ' by taking all the rest of his time ' to 
 himself.' 
 
 " This, then, is a principle to be kept in view in recast- 
 ing our statute de exercitiis, that the examination must be 
 restored to its proper place, and that is one of subordina- 
 tion to the curriculum of study, whatever that curriculum 
 may be. Instead of, as now, the examination regulating the 
 
 (i) " Liberal Education in Universities." By John Seeley, M. A., Fellow 
 of Christ's College, Cambridge, Professor of Latin in University College, , 
 London, in " Essays on Liberal Education." Edited by Rev. F. W. Farrar, 
 M.A., F.R.S. 1868. 
 
AND COMPETITIVE: EVILS OF. 
 
 109 
 
 student's preparation, and the examiner being supreme 
 over the teacher, the position should be reversed. 
 
 " The paralysis of intellectual action produced by a com- 
 pulsory examination is not more remarkable than its effect 
 in depressing moral energy. For as examinations have 
 been multiplied upon the unhappy pass-man, the help 
 afforded him to pass them has been increased in propor- 
 tion. He has got to lean more and more on his tutor and 
 to do less and less for himself. . . . The tutors do indeed 
 work; they drudge. For they aim at taking upon them- 
 selves the whole strain of effort. It is a point of honour 
 with them to get their pupils ' through.' . . . The exami- 
 nations have destroyed teaching, which may be said to be 
 a lost art among us. The student is not taught the things 
 in which he is examined. He is prepared to pass an 
 examination in them — a very different process." 
 
 Respecting examinations for honours the same writer 
 says :— " Teaching is extinct among us. Oxford is now, 
 with respect to its candidates for honours, little better than 
 an examining body. The professors, we are told, lecture 
 to empty walls. . . . What has caused this failure ? The 
 tyranny of the examination system. This tyranny has 
 destroyed all desire to learn. All the aspirations of a 
 liberal curiosity, all disinterested desire for self-improve- 
 ment is crushed before the one sentiment which now 
 animates the honour-student, to stand high in the class- 
 list." ^ 
 
 "... As I saw at Cambridge, the clearest-sighted men 
 of the older colleges of America are trying to assimilate 
 their teaching system to that of Michigan — at least in the 
 one point of the absence of competition. They assert 
 that toil performed under the excitement of a fierce 
 struggle between man and man is unhealthy work, dif- 
 ferent in nature and in results from the loving labour of 
 men whose hearts are really in what they do ; toil, in 
 short, not very easily distinguishable from slave-labour. 
 . . . Michigan professors say, and Dr. Hedges bears them 
 
 (i) " Suggestions on Academical Organization, with especial reference to 
 Oxford." By Mark Pattison, B.D., Rector of Lincoln College. 1868. 
 
 Compithory 
 exainina- 
 tiofis cause 
 paralysis of 
 intellectual 
 CLctimi ; 
 
 have 
 
 destroyed 
 
 teaching. 
 
 Competitive 
 examina- 
 tions have 
 destroyed 
 the desire 
 to learn. 
 
 iSir C. 
 
 VUke.) 
 
 Disapproved 
 in A merican 
 Univer- 
 sities. 
 
no 
 
 RESTRICTIONS INJURIOUS 
 
 (Hf. Pat. 
 iison, B.D.) 
 
 Found to be 
 injurious in 
 German. 
 Univer- 
 sities. 
 
 out, that a far higher average of true work and real 
 knowledge is obtained under the system of independent 
 work than is dreamt of in colleges where competition rules. 
 ' A higher average ' is all they say, and they acknowledge 
 frankly that there is here and there a student to be found 
 to whom competition would do good. As a rule, they tell 
 us this is not the case. Unlimited battle between man 
 and man for place is sufficiently the bane of the world not 
 to be made the curse of schools ; competition breeds 
 every evil which it is the aim of education, the duty of a 
 University, to suppress."' 
 
 Note VI.— Pages 71, 72. 
 
 FIXED COURSES OF INSTRUCTION. — ENFORCED 
 ATTENDANCE ON TEACHERS. 
 
 " The forced attendances on a fixed course of instruction 
 iZwangscollegien), though an experiment often tried in 
 some Geiman Universities, have always been given up as 
 a failure. The utmost that, is usually attempted is advice 
 as to the order in which lectures should be taken. 
 
 " Attempts to enforce diligent attendance {Fleisstabelle 
 and Fleisscontrole) have also, though often tried, had to 
 be abandoned. . . . There is, I think (says Mr. Pattison), a 
 secret dislike, shared both by the teachers and learners, 
 of the restraint — a dislike which makes the most stringent 
 official rescripts and injunctions on this head inoperative. 
 This is not from any ignorant impatience of control — no 
 people are mord docile to police regulations than the 
 German — but from a keen perception of the inutility, as 
 learning, of what is compulsorily learned. Taubman 
 long ago defiined the student as 'animal quod non vult 
 cogi sed persuaderi.' 
 
 " Commissioners (Beer and Hochgegger) who inquired 
 some years ago (1856) into the new system of studies 
 
 (1) " Greater Britain." By C. W. Dilke, vol. i. p. 89. 1868. 
 
IN HIGHER EDUCATION. 
 
 Ill 
 
 introduced into the University of Vienna say : ' The 
 rule prescribing a fixed and graduated course of progres- 
 sive study for each year of the student's residence 
 has not justified itself by its results. ■ The unlimited 
 choice of studies {Studienfreiheit) which is allowed in 
 some other German Universities has in no instance been 
 productive of any bad consequences. . . . We have had 
 no rescript fixing the courses for the faculty of medicine, 
 yet the common sense of the students has directed them 
 to the proper order. ... A system of guardianship and 
 tutorial nursing is as prejudicial in science as in economics.' 
 {Die Fortschritte, &c., 1867.) 
 
 " Experience and reason seem to be both united in 
 favour of the ' voluntary principle ' as an indispensable 
 condition of the higher education, &c. . . . When the 
 teacherships are filled by men of real knowledge, and who 
 are imbued with the idea of science, the teacher will no 
 longer condescend to be guided in what he shall say by 
 an examination in prospect. The trade of the sophist 
 will be gone when examination in fixed text-books is 
 aboUshed." ^ 
 
 " The discipline of colleges and universities is in gene- 
 ral contrived, not for the benefit of the student, but for 
 the interest, or more properly speaking the ease, of the 
 masters. Its object is in all cases to maintain the 
 authority of the master, and, whether he neglects or 
 performs his duty, to oblige the students in all cases to 
 behave to him as if he performed it with the greatest 
 diligence and ability. It seems to presume perfect wisdom 
 and virtue in the one order, and the greatest weakness 
 and folly in the other. When the masters, however, really 
 perform their duty, there are no examples, I believe, that 
 the greater part of the students ever neglect theirs. 
 
 " No discipline is ever requisite to force attendance upon 
 lectures which are really worth the attending, as is well 
 known when any such lectures are given. Force and 
 restraint may, no doubt, be in some degree requisite in 
 order to oblige children or very young boys to attend to 
 
 (i) Pattison, op. citatt page 250. 
 
 Independent 
 study most 
 successful. 
 
 Able teach' 
 ers not 
 g-uided by 
 examinO' 
 tions. 
 
 {Adatn 
 Smith.) 
 
 Good teach- 
 ers do not 
 require 
 restrictions 
 
112 
 
 FREE STUDY ADVANTAGEOUS. 
 
 (M. Ban- 
 ning.) 
 
 Fixedcourse 
 of study and 
 free study 
 compared. 
 
 those parts of education which it is thought necessary for 
 them to acquire during tliat early period of life ; but after 
 twelve or thirteen years of age, provided the master does 
 his duty, force or restraint can scarce ever be necessary to 
 carry on any part of education."^ 
 
 A Belgian Commissioner, reporting on the University 
 of Berlin, states : — " Among us in Belgium, the student 
 on entering the University finds his programme of study 
 ready for him, and he has to undergo >it passively. In 
 Germany each student forms his own programme, and 
 displays in following it the ardour which mi^ht be ex- 
 pected in the pursuit of subjects of his own choosing. In 
 the selection of his professors he enjoys the same entire 
 freedom as in the selection of his subjects. According to 
 his tastes or his abilities he attaches himself to this or 
 that teacher. . . . Thus, from the first days of his academi- 
 cal life, the German student is habituated to act and judge 
 for himself. And thus is developed in him that spon- 
 taneity which is the germ of true science. This is the 
 secret of the high value which Germany has always 
 attached to free study." ^ 
 
 (i) Adam Smith's "Wealth of Nations." On the Expense of the Institu- 
 tions for the Education of Youth. Book v. vol. iii. p. 272. 1S28. 
 
 (2} Banning, "Rapport sur rUniversit6.de Berlin Bruxelles, 1863.'' 
 Quoted by Mr. Pattison, op. citat. 
 
 THE END. 
 
 E. CLAY, SO.VS, AND TAYLOR, PRINTERS, BKEAD STREET HILL. 
 
i6, Bedford Street, Covent Garden, London. 
 
 February, 1870. 
 
 Macmillan &- Co:s General Catalogue 
 of Works in the Departments of History, 
 Biography, Travels, Poetry, and Belles 
 Lettres. With some short Account or 
 Critical Notice concerning each Book. 
 
 SECTION I. 
 
 HISTORY, BIOGRAPHY, and TRAVELS. 
 Baker (Sir Samuel W.).— THE NILE TRIBUTARIES OF 
 
 A.BYSSINIA, and tlie Sword Hunters of the Hamran Arabs. 
 By Sir Samuel W. Baker, M.A., F.R.G.S. With Portraits, 
 Maps, and Illustrations. Third Edition, 8vo. 21s. 
 
 Sir Samuel Baker Jiere describes twelve months'' exploration, during 
 which he examined the rivers that are tributary to the Nile from Abyssinia, 
 including the Atbara, Settite, Royan, Salaam, Angrab, Rahad, Dinder, 
 and the Blue Nile. The interest attached to these portions of Africa differs 
 entirely from that of the White Nile re^^ions, as the whole of Upper Egypt 
 and Abyssinia is capable of development, and is inhabited, by races having 
 some degree of civilization; while Central Africa is peopled by a race oj 
 savages, whose future is more problematical. 
 
 THE ALBERT N'YANZA Great Basin of the Nile, and Expio- , 
 ration of the Nile Sources. Nev,r and cheaper Edition, with 
 Portraits, Maps, and Illustrations. Two vols, crown 8vo. ids. 
 
 '■'Bruce won the source of the Blue Nile ; Spehe and Grant won the 
 Victoria smirce of the great White Nile ; and I have been permitted to 
 
 A 
 
 A. 2. 
 SOCO. 2. 70. 
 
GENERAL CATALOGUE. 
 
 Baker (Sir Samuel W.) {continued)— 
 
 succeed in completing the Nile Sources by the discovery of the great 
 reservoir of the equatorial waters, the Albert N'yanza, from which the 
 river issues as the entire Wliite Nile."-r'P^'&¥\CK. 
 
 NEW AND CHEAP EDITION OF THE ALBERT N'YANZA. 
 I vol. crowB 8vo. With Maps and Illustrations. 'Js. 6d. 
 
 CAST UP BY THE SEA; or, The Adventures of Ned Grey. 
 By Sir Samuel W. Baker, M.A., F.R.O.S. Second Edition. 
 Crown 8vo. cloth gilt, "js. 6d. 
 
 " A story of adventure by sea and land in the good old style. It appears 
 te us to be the best book of the hind since ' Masterman Heady,' and it runs 
 thai established favourite very close. " — Pall Mall Gazette. 
 
 "No booh written for boys has for a long time created so much interest, 
 or been so successful. Every parent ought to provide his boy with a. copy." 
 
 Daily Telegraph. 
 
 Barker (Lady).— STATION LIFE IN NEW ZEALAND. 
 By Lady Barker. Crown 8vo. "js. 6d. 
 
 " These letters are the exact account of a lady's experience of the brighter 
 and less practical side of colonization. They record the expeditions, ad- 
 ventures, and emergencies diversifying the daily life of the wife of a New 
 Zealand sheep farmer ; and, as each was written while the novelty and 
 excitement of the scenes it describes were fresh upon her, they may succeed 
 in giving here in England an adequate impression of the delight and free- 
 dom of an existence so far removed from our own highly-wrought civiliza- 
 tion'' — Preface. 
 
 " We have never read a more truthful or a pleasanter little book." 
 . AtHEN/EUM.' 
 
 Baxter (R. Dudley, M.A.).— the TAXATION OF THE 
 UNITED KINGDOM. By R. Dudley Baxter, M.A. 8vo. 
 cloth, 4J. ()d. 
 
HISTORY, BIOGRAPHY, &' TRAVELS. 
 
 Baxter (R. Dudley, M.A.) (continwd)— 
 
 The First Fart of this work, originally read before the Statistical 
 Society of London, deals with the Amount of Taxation ; the Second Fart, 
 which now constitutes the main portion of the work, is almost entirely new, 
 and embraces the important questions of Rating,, of the relative Taxation 
 of Land, Personally, and Industry, and of the direct effect of Taxes upon 
 Prices. The author trusts that the body of facts here collected may be of 
 permanent value as a record of the past progress and present condition of 
 the population of the United Kingdom, independently of the transitory 
 circumstances of its present Taxation. 
 
 NATIONAL INCOME. With Coloured Diagrams. 8vo. 3^. dd. 
 
 Part I. — Classification of the Population, Upper, Middle, and Labour 
 Classes. II. — Income of the United Kingdom. 
 
 " A painstaking and certainly most interesting inquiry. " — Pall MaLL 
 Gazette. 
 
 Bernard.— FOUR LECTURES ON SUBJECTS CONNECTED 
 WITH DIPLOMACY. By Mountague Bernard, M.A., 
 Chichele Professor of International Law and Diplomacy, Oxford. 
 8vo. gs. 
 
 Four Lectures, dealing with (l) The Congress of Westphaha; (2) Systems 
 of Policy ; (3) Diplomacy, Past and Present; (4) The- Obligations of 
 Treaties. 
 
 Blake.— THE LIEE OF WILLIAM BLAKE, THE ARTIST. 
 By Alexander Gilchrist. With numerous Illustrations from 
 Blake's designs, and Fac-similes of his studies of the "Book of 
 Job." Two vols, medium 8vo. 32^^. 
 
 These volumes contain a Life of Blake ; Selections from his Writings, 
 including Poems ; Letters ; Annotated Catalogue of Pictures and Drawings , 
 List, with occasional notes, of Blake's Engravings and Writings. Then 
 
 A 2 
 
GENERAL CATALOGUE. 
 
 are appended Engraved Designs by Blake : (l) The Book of joh, twenty- 
 one photo-Utliographs from the originals ; (2) Songs of Inr ccsnce and 
 Experience, sixteen of the original Plates. 
 
 Bright (John, M. P.).— SPEECHES ON QUESTIONS or 
 PUBLIC POLICY. By John Bright, M.P. Edited by 
 Professor Thorold Rogers. Two Vols. 8vo. z^s. Second 
 Edition, with Portrait. 
 
 " / have divided the Speeches contained in these volumes into groups. 
 The materials for selection are so abuiidant, that I have been constrained 
 to omit many a speech which is worthy of careful perusal. I have 
 naturally given prominence to those subjects with which Mr. Bright has 
 been especially identified, as, for example, India, America, Ireland, and 
 Parliamentary Reform. But nearly every topic of great public interest on 
 which Mr. Bright has spoken is represented in these volumes!'' 
 
 Editor's Preface. 
 
 AUTHOR'S POPULAR EDITION. Extra fcap. 8vo. cloth. Second 
 Edition. 3^. dd. 
 
 Bryce. — THE HOLY ROMAN EMPIRE. By James Bryce, 
 B.C.L., Fellow of Oriel College, Oxford. \JReprinting. 
 
 CAMBRIDGE CHARACTERISTICS. See Mullinger. 
 
 CHATTERTON : A Biographical Study. By Daniel Wilson, 
 LL.D., Professor of History and English in University College, 
 Toronto. Crown 8vo. ds. 6d. 
 
 The Author here regards Chatterton as a Poet, iwt as a mere " resetter 
 and defacer of stolen literary treasures." Reviewed in this light, he has 
 fouitd much in the old materials capable of being turned to new accoimt ; 
 and to these materials research in various directions has enabled him to 
 make some additions. 
 
HISTORY, BIOGRAPHY, &> TRAVELS. s 
 
 Clay.— THE PRISON CHAPLAIN. A Memoir of the Rev. John 
 Clay, B.D., late Chaplain of the Preston Gaol. With Selections 
 from his Reports and Correspondence, and a Sketch of Prison 
 Discipline in England. By his Son, the Rev. W. L. Clay, M.A. 
 8vo. 15^. 
 
 "Few books have appeared .of late years better entitled to an attentive 
 perusal. . . . It presents a complete narrative of all that has been done and 
 attempted by various philanthropists for the amelioration of the condition and 
 the improvement of the morals of the criminal classes m the British 
 dominions. " — London Review. 
 
 Cooper. — ATHENyE CANTABRIGIENSES. By Charles 
 ' Henry Cooper, F.S.A., and Thompson Cooper, F.S.A. 
 Vol. L 8vo., 1500—85, i8j-. Vol. IL, 1586— 1609, i8j. 
 
 This elaborate work, which is dedicated by permission to Lord Macaulay, 
 contains lives of tJie eminent men sent forth by Cambridge, after the 
 fashion of Anthony h Wood, in his famous " Atlienee Oxonienses." 
 
 Dilke. — GREATER BRITAIN. A Record of Travel in English- 
 speaking Countries during 1866-7. (America, Australia, India.) 
 By Sir Charles Wentworth Dilke, M.P. Fourth and Cheap 
 Edition. Crown 8vo. ds. 
 
 " Mr. Dilke has written a book which is probably as well worth reading 
 as any book of the same aims and character that ever was written. Its 
 merits are that it is written in a lively and agreeable style, that it implies 
 a great deal of physical pluck, that no page of it fails to show an acute and 
 highly intelligent observer, that it stimulates the imagination as well as the 
 judgment of the reader, and that it is on perhaps the most interesting 
 subject that can attract an Englishman who cares about his country." 
 
 Saturday Review. 
 
GENERAL CATALOGUE. 
 
 Diirer (Albrecht). — HISTORY OF THE LIFE OF AL- 
 BRECHT DURER, of NUmberg. With a Translation of his 
 Letters and Journal, and some account of his works. By Mrs. 
 Charles Heaton. Royal 8vo. bevelled boards, extra gilt. 31J. dd. 
 
 This work contains about Thirty Illustrations^ ten ofwKich are produc- 
 tions by the Autotype (carbon) process, and. are printed in permanent tints 
 by Messrs. Cundall and Fleming, under license from the Autotype Com- 
 pany, Limited ; the rest are Photographs and Woodcuts. 
 
 EARLY EGYPTIAN HISTORY FOR THE YOUNG. See 
 "Juvenile Section." 
 
 Elliott.— LIFE OF HENRY VENN ELLIOTT, of Brighton. 
 ByJosiAH Bateman, M.A., Author of "Life of Daniel Wilson, 
 Bishop of Calcutta," &c. With Portrait, engraved by Jeens ; 
 and an Appendix containing a short sketch of the life of the Rev. 
 Julius Elliott (who met with accidental death while ascending the 
 Schreckhom in July, 1869.) Crown 8vo. %s.i>d. Second Edition, 
 with Appendix. 
 
 '^ A very charming piece of religious biography; no one can read it 
 without both pleasure and profit!' — BRITISH Quarterly Review. 
 
 Forbes. — LIFE OF PROFESSOR EDWARD FORBES, 
 F.R.S. By George Wilson, M.D., F.R.S.E., and Archibald 
 Geikie, F.R.S. 8vo. with Portrait, I4J-. 
 
 " From the first page to the last the book claims careful reading, as being 
 a full but not overcrowded .rehearsal of a most instructive life, and the true 
 picture of a mind that was rare in strength and beauty." — Examiner. 
 
 Freeman. — HISTORY OF FEDERAL GOVERNMENT, 
 from the Foundation of the Achaian League to the Disruption of 
 the United States. By Edward A. Freeman, M.A. Vol. I. 
 General Introduction. History of the Greek Federations. 8vo, 
 
 2IJ. 
 
HISTORY, BIOGRAPHY, 6- TRAVELS. 
 
 Freeman [continued)— 
 
 " The task Mr. Freeman has undertaken is one vf great magnitude and 
 importance. It is also a.task of an almost entirely novel character. No 
 other -work professing to give the history of a political principle occurs to 
 us, except the slight contributions to the history of representative govern- 
 ment that is contained in a course of M. Guizofs lectures .... The 
 history of the development of a principle is at least as important as the 
 history of a dynasty, or of a race. ' —Saturday Review. 
 
 OLD ENGLISH HISTORY FOR CHILDREN. By Edward A. 
 Freeman, M.A., late Fellow of Trinity College, Oxford. With 
 Five Coloured Maps. Extra fcap. 8vo., half-bound. (>s. 
 
 " Its object is to show that clear, accurate, and scientific views of history, 
 or indeed of any subject, may be easily given to children from the very 
 first. . . I have, I hope, shown that it is perfectly easy to teach children,from 
 the very first, to distinguish true history alike from legend and from wilful 
 invention, and also to understand the nature of historical authorities, and 
 to weigh one statemettt against another. .... I have throughout striven to 
 connect the history of England with the general history of civilized Ezfrope, 
 and I have especially tried to make the book serve as an incentive to a more 
 accurate study of historical geography." — Preface. 
 
 French (George Russell). — SHAKSPEAREANA 
 GENEALOGICA. 8vo. cloth extra, 15^. Uniform with the 
 "Cambridge Shakespeare." 
 
 Part I. — Identification of the dramatis personae in the historical plays, 
 from King John to King Henry VIII. ; Notes on Characters in Macbeth 
 and Hamlet; Persons and Places belonging to Warwickshire alluded to. 
 Part II. — The Shakspeare and Arden families and their connexions, with 
 Tables of descent. The present is the first attempt to give a detailed de- 
 scription, in consecutive order, of each of the dramatis personse in Shah- 
 sfecure^s immortal chronicle-histories, and some of the characters have been, 
 it is bcliczrd, herein identified for the first time. A clue is furnished which. 
 
GENERAL CATALOGUE. 
 
 followed up with ordinary diligence, may enable any one, with a taste for 
 the pursuit, to trace a distinguished Shakspearean worthy to his lineal 
 representative in the present day. 
 
 Galileo.— THE PRIVATE LIFE OF GALILEO. Compiled 
 principally from his Correspondence and that of his eldest 
 daughter. Sister Maria Celeste, Nun in the Franciscan Convent of 
 S. Matthew in Arcetri. With Portrait. Crown 8vo. "js. td. 
 
 It has been the endeavour of the compiler to place before the reader a 
 plain, ungarbled statement of facts ; and as a means to this end, to alloza 
 Galileo, his friends, and his judges to speak for themselves as far as possible. 
 
 Gladstone (Right. Hon. W. E., M.P.). — JUVENTUS 
 MUNDI. The Gods and Men of the Heroic Age. Crown 8vo. 
 cloth extra. With Map. io.r. 6d. Second Edition. 
 
 This new work of Mr. Gladstone deals especially with the historic 
 element in Homer, expounding that element and furnishing by its aid a 
 full account of the Homeric men and the Homeric religion. It starts, after 
 the introductory chapter, with a discussion of the several races then existing 
 in Hellas, including the influence of the Phcenicians and Egyptians. It 
 (ontains chapters on the Olympian system, with its several deities ; on the 
 Ethics and the Polity of the Heroic age ; on the geography of Homer ; on 
 the characters of the Poems ; presenting^ in fine, a view of primitive life 
 and primitive society as found in the poems of Homer. To this New 
 Edition various additions have been made. 
 
 "GLOBE" ATLAS OF EUROPE. Uniform in size with Mac- 
 millan's Globe Series, containing 45 Coloured Maps, on a uniform 
 scale and projection ; with Plans of London and Paris, and a 
 copious Index. Strongly bound in half-morocco, with flexible 
 back, <)s. 
 
 This Atlas includes all the countries of Europe hi a series of 48 Maps, 
 drawn on the same scale, with an Alphabetical Index to the situation of 
 more than ten thousand places, and the relation of the various maps and 
 countries to each other is defined in a general Key-map. All the maps 
 
HISTORY, BIOGRAPHY, S- TRAVELS. 
 
 being on a uniform scale facilitutcs the comparison of extent and distance, 
 and conveys a just impression of the relative magnitude of different countries. 
 The stse suffices to show the provincial divisions, the railways and main 
 roads, the principal rivers and mountain ranges. "This atlas," writes the 
 British Quarterly, "will bean invaluable boon for the school, the desk, ot 
 the traveller' s portmanteau." 
 
 Guizot. — (Author of "JOHN Halifax, Gei-itleman.")— M. DE 
 BARANTE, A Memoir, Biographical and Autobiographical. By 
 M. GtrizoT. Translated by the Author of "John Halifax, 
 Gentleman." Crown Svo. iis. 6d. 
 
 " The highest purposes of both history and biography are answered by a 
 memoir so lifelike, so faithful, and so philosophical. " 
 
 British Quarterly Review. 
 
 HISTORICAL SELECTIONS. Readings from the best Authorities . 
 on English and European History. Selected and arranged by 
 E. M. Sewell and C. M. Yonge. Crown Svo. ds. 
 
 When young children have acquired the outlines of history from abridge- 
 ments and catechisms, and it becomes desirable to give a more enlargea 
 view of the subject, in order to render it really useful and interesting, a 
 difficulty often arises as to the choice of books. Two courses are open, eitht.r 
 to take a general and consequently dry history of facts, such as Russell's 
 Modern Europe, or to choose some work treating of a particular period or 
 subject, such as the works of Macaulay and Froude. The former course 
 usually renders history unintei'esting ; the latter is unsatisfactory, because 
 it is not sufficiently comprehensive. To remedy this difficulty, selections, 
 continuous and chronological, have in the present volume been takett from 
 the larger works of Freeman, Milman, Palgrave, and others, which may 
 serve as distinct landmarks of historical reading. " We know of scarcely 
 anything," says the Guardian, of this volume, "which is so likely to raise 
 to a higher level the average standard of English education." 
 
■GENERAL CATALOGUE. 
 
 Hole.— A GENEALOGICAL STEMMA OF THE KINGS OF 
 ENGLAND AND FRANCE. By the Rev. C. Hole, M.A., 
 Trinity College, Cambridge. On Sheet, is. 
 
 The different families are Jnduted in distinguishing colours, thus facili- 
 tating reference. 
 
 A BRIEF BIOGRAPHICAL DICTIONARY. Compiled and 
 Arranged by the Rev. Charles Hole, M.A. Second Edition. 
 i8mo. neatly and strongly bound in cloth, 4f. td. 
 
 One of the most comprekensiue and accurate Biographical Dictionaries 
 in the •world, containing more than v%,ooo persons of all countries, with 
 dates of birth and death, and what they were distinguished for. Extreme 
 care has been bestowed on the verification of the dates ; and thus numerous 
 errors, current in previous works, have been corrected. Its size adapts it 
 for the desk, portmanteau, or pocket. 
 
 '"An invaluable addition to our manuals of reference, and, from, its 
 moderate price, cannot fail to become as popular as it is useful.' ■ — Times. 
 
 Hozier. — THE SEVEN WEEKS' WAR; Its Antecedents and 
 its Incidents. By H. M. Hozier. With Maps and Plans. Two 
 vols. 8vo. . 2%s. 
 
 This work is based upon letters reprinted by permission from " The 
 Times. " For the most fart it is a product of a personal eye-witness of some 
 of the most interesting incidents of a war which, for rapidity and decisive 
 results, may claim an almost unrivalled position in history. 
 
 THE BRITISH EXPEDITION TO ABYSSINIA. CompUed from 
 
 Authentic Documents. By Captain Henry M. Hozier, late 
 
 Assistant Military Secretary to Lord Napier of Magdala. 8vo. gj. 
 
 " Several accounts Of the British Expedition have been published. .... 
 
 They have, however, been written by those who have not had access to those 
 
 authentic documents, which cannot be collected directly after the termination 
 
 of a campaign The .endeavour of the author of this sketch has been to 
 
 present to readers a succinct and impartial account of an enterprise which 
 has rarely been eijiialled in the annals ofwar."~-Vi.'e.'l!A.C^. 
 
HISTORY, BIOGRAPHY, dr- TRAVELS. ii 
 
 Irving.— THE ANNALS OF OUR TIME. A Diurnal of Events, 
 Social and Political, which have happened in or had relation to 
 the Kingdom of Great Britain, from the Accession of Queen 
 Victoria to the Opening of the present Parliament. By Joseph 
 Irving. 8vo. half-bound. i8j. 
 
 " We have before us a trusty mid ready guide to the events of the past 
 thirty years, available egually for the statesman, the politician, the public 
 writer, and the general reader. If Mr. Irving' s object has been to bring 
 before the reader all the most noteworthy occurrences which have happened 
 since the beginning of Her Majest/s reign, he may justly claim the credit 
 of having done so most briefly, succinctly, and simply, and in such u, 
 manner, too, as to furnish him with the details necessary in each case to 
 comprehend the event of which he is in search in an intelligent manner. 
 Reflection will serve to show the great value of such a work as this to the 
 journalist and statesman, and indeed to ervery one who feels an interest in 
 the progress of the age ; and we may add that its value is considerably in- 
 creased by the addition of that most important of all appendices, an 
 accurate and instructive index. " — Times. 
 
 Kingsley (Canon). — ON THE ANCIEN REGIME as it 
 Existed on the Continent before the French Revolution. 
 Three Lectures delivered at the Royal Institution. By tlie Rev. 
 C. Kingsley, M.A., formerly Professor of Modern History 
 in the University of Cambridge. Crown 8vo. 6s. 
 
 These three lectures discuss severally (l) Caste, (2) Centralization, (3) 
 The Explosive Forces by which ttu Revolution was superinduced. The 
 Preface deals at some length with certain political questions of the present 
 . day. 
 
 THE ROMAN AND THE TEUTON. A Series of Lectures 
 delivered before the University of Cambridge. By Rev. C. 
 Kingsley, M.A. 8vo. 12s. 
 
 Co^l-ESTi -.—Inaugural Lecture ; The Forest Children ; The Dying 
 Empire; The Human Deluge ; The Gothic Civilizer ; Dietrich' s End; The 
 
1 2 GENERAL ^ CA TALOGUE. 
 
 Nanesis jf the Goths; Paulus Diaconus ; The Clergy and the Heathen : 
 TheMonka Civilizer ; The Lombard Laws ; The Popes and the Lombards ; 
 The Strategy of Providence. 
 
 Kingsley (Henry, F.R.G.S.).— TALES OF OLD 
 TRAVEL. Re-narrated by Henry Kingsley, F.R.G.S. With 
 Eight Illustrations by HuARD. Crown 8vo. (ss. 
 
 Contents-.— Mareo Polo; The Shipwreck of Pelsart ; The Wonderful 
 Adventures of Andrew Battel; The Wanderings of a Capuchin; Peter 
 Carder; The Preservation of the " Terra Nova ;" Spitzbergen; D'Erme- 
 nonvill^s Acclimatization Adventure; The Old Slave Trade; Miles Philips ; 
 The Sufferings of Robert Everard ; John Fox ; Alvaro Nunez ; TheFoun- 
 dation of an Empire. 
 
 Latham .—BLACK AND WHITE : A Journal of a Three Months' 
 Tour in the United States. By Henry Latham, M. A., Barrister- 
 at-Law. 8vo. los. 6d. 
 
 " The spirit in which Mr. Latham has written about our brethren m 
 America is commendable in high degree." — Athenaeum. 
 
 Law — THE ALPS OF HANNIBAL. By William John Law, 
 
 M.A., formerly Student of Christ Church, Oxford. Two vols. 
 
 8vo. 2 1 J. 
 
 " No one can read the work and not acquire u. conviction that, in 
 
 addition to a thorough grasp of a particular topic, its writer has at 
 
 command a large store of reading and thought upon many cognate points 
 
 of ancient history and geography ," — Quarterly Review. 
 
 Liverpool. — THE LIFE AND ADMINISTRATION OF 
 ROBERT BANKS, SECOND EARL OF LIVERPOOL, K.G. 
 Compiled from Original Family Documents by Charles Duke 
 YONGE, Regius Professor of History and English Literature in 
 Queen's College, Belfast ; and Author of " The History of the 
 British Navy," " The Histoiy of France under the Bourbons," etc. 
 Three vols. 8vo. 42J. 
 
HISTORY, BIOGRAPHY, S- 77?^ VELS. 13 
 
 Since the time of Lord Burleigh no one, except the second Pitt, ez'er 
 enjoyed so long a tenure of power ; with the same exception, no one ever 
 held office at so critical a time .... Lord Liverpool is the very last 
 minister who has been able fully to carry out his own political viccos ; who 
 has been so strong thai in matters of general policy the Opposition coula 
 extort no concessions from him. which were not sanctioned by his own 
 aeliberate judgment. The present -work is founded almost entirely on the 
 correspondence left behind him by Lord Liverpool, and now in the possession 
 of Colonel and Lady Catherine Harcourt. 
 
 " Full of infoi-mation and instruction" — FORTNIGHTLY Review. ; 
 
 Maclear. — See Section, "Ecclesiastical History." 
 Macmillan (Rev. Hugh). — HOLIDAYS ON HIGH 
 
 LANDS ; or, Rambles and Incidents in search of Alpine Plants. 
 
 By the Rev. Hugh Macmillan, Author of " Bible Teachings in 
 
 Nature," etc. Crown Svo. cloth. 6^. 
 ''Botanical knowledge is blended with u, love of nature, a pious en- 
 thusiasm, and a rich felicity of diction not to be met with in any works 
 of kindred character, if we except those of Hugh Miller.'" — Daily 
 Telegraph. 
 
 FOOT-NOTES FROM THE PAGE OF NATURE. With 
 numerous Illustrations. Fcap. Svo. S.r. 
 " Those who have derived pleasure ana profit from the sttidy of floioas 
 and ferns — subjects, it is pleasing to find, nmv rjerywhere popular — by 
 descending lower into the arcana of the vegetable kingdom, will find a still 
 more interesting and delightful field of research in the objects brought under 
 review in the following pages." — Preface. 
 
 BIBLE TEACHINGS IN NATURE. Fourth Edition. Fcap Svo. 
 6s.— See also "Scientific Section." 
 
 Martin (Frederick) — the statesman's YEAR-BOOK : 
 
 A Statistical and Historical Account of the States of the Civilised 
 World. Manual for Politician and Merchants for the year 1S70. 
 By Frederick Martin. Seventh Annual Publication. Crown 
 Svo. IOJ-. (>d. 
 
14 GENERAL CATALOGUE. 
 
 Martin (Frederick), [continued)— 
 
 The new issue has been entirely re-written, revised, and corrected, on the 
 lasis of official reports received direct from the heads of the leading Govern- 
 ments of the World, in reply to letters sent to them by the Editor. 
 
 "Everybody who knows this work is aware that it is a book that is indis- 
 pensable to writers, financiers, politicians, statesmen, and all who are 
 directly or indirectly interested in the political, social, indjistrial, com- 
 mercial, and financial condition of their fellow-creatures at home and 
 abroad. Mr. Martin deserves warm commendation for the care he takes 
 in making ' The Statesman'' s Year Book ' complete and correct. " 
 
 Standard. 
 HANDBOOK OF CONTEMPORARY BIOGRAPHY. By 
 
 Frederick Martin, Author of "The Statesman's Year-Book." 
 
 Extra fcap. S^vo. ds. 
 
 This volumeis an attempt to produce' a book of reference, furnishing in 
 a condensed form some biographical particulars of notable living 7nen. 
 The leading idea has been to give only facts, and those in the briefest form, 
 and to exclude opinions. 
 
 Martineau.— BIOGRAPHICAL SKETCHES, 1852— 1868. 
 By Harriet Martineau. Third Edition, with New Preface. 
 Crown 8vo. Si-, dd. 
 
 A Collection of Memoirs under these several sections: — (l) Royal, (2) 
 Politicians, (3) Professional, (4) Scientific, (5) Social, (6) Literary. These 
 Memoirs appeared originally in the columns of the " Daily News." 
 
 Masson (Professor). — ESSAYS, BIOGRAPHICAL AND 
 CRITICAL. See Section headed " Poetry and Belles Lettrks. " 
 
 LIFE OF JOHN MILTON. Narrated in connexion with the 
 Political, Ecclesiastical, and Literary History of his Time. By 
 David Masson, M.A., LL.D., Professor of Rhetoric at Edin- 
 burgh. Vol. I. with Portraits. 8vo. i8j. Vol. II. in the Press. 
 
HISTORY, BIOGRAPHY, &- TRAVELS. 15 
 
 'It is intended to exhibit Milton* s life in its connexions with all the tnore 
 notable phenomena of the period of British history in which it was cast — 
 its state politics, its ecclesiastical variations, its literature and speculative 
 thought. Commencing in i6o8, the Life of Milton proceeds through the 
 last sixteen years of the reign of James I. , includes the whole of the reign 
 of Charles I. ana the subsequent years of the Commonwealth and the 
 Protectorate, and then, passing the Restoration, extends itself to 1674, or 
 through fourteen years of the new state of things under Charles II. The 
 first volume deals with the life of Milton as extending from 1608 to 1640, 
 which was the period of his education and of his minor poems. 
 
 Morison. — THE LIFE AND TIMES OF SAINT BERNARD, 
 Abbot of Clairvaux. By James Cotter Morison, M.A. New 
 Edition, revised. Crown 8vo. "js. 6d. 
 
 " One of the best contributions in our literature towards a vivid, intel- 
 ligent, and worthy knowledge of European interests and thoughts and 
 feelings during the twelfth century. A delightful and instructive volume, 
 and one of the best products of the modern historic spirit." 
 
 Pall Mall Gazette. 
 
 Morley (John). — EDMUND BURKE, a Historical Study. By 
 John MORLEY, B.A. 0,-con. Crown 8vo. 7j. (>d. 
 
 " TJie style is terse and incisive, and brilliant with epigram and point. 
 It contains pithy aphoristic sentences which Burke himself would not have 
 disowned. But these are not its best features : its sustained power of 
 reasoning, its wide sweep of observation and reflection, its elevated ethical 
 and social tone, stamp it as a work of high excellence, and as such we 
 cordially recommend it to our readers." — Saturday Review. 
 
 MuUinger.— CAMBRIDGE CHARACTERISTICS IN THE 
 SEVENTEENTH CENTURY. By J. B. Mullinger, B.A. 
 Crown 8vo. 4J. (>d. 
 
 i It is a very entertaining and readable book." — SATURDAY REVIEW. 
 
 " The chapters on the Cartesian Philosophy and the Cambridge Platonists 
 are admirable."— KTaY-THMVU. 
 
i6 GENERAL CATALOGUE. 
 
 Palgrave. — HISTORY OF NORMANDY AND OF ENG- 
 LAND. By Sir Francis Palgrave, Deputy Keeper of Her 
 Majesty's Public Records. Completing the History to the Death 
 of William Rufus. Four vols. 8vo. ^f 4 4J-. 
 
 Volume I. General Relations of Mediaval Europe — The Curlovingian 
 Empire — The Danish Expeditions in the Gauls — And the Establishment 
 of Rollo. Volume II. The Three First Dukes of Normandy ; Rollo, 
 Guillaume Longue-Eple, and Richard Sajis-Peur — The Carlovingian 
 line suppla?ited by the Capets, Volume III. Richard Sans.-Peur — 
 Richard Le-Bon — Richard III. — Robert Le Diable — William the Con- 
 queror. Volume IV. William Rufus — Accession. of Henry £eauclerc. 
 
 Palgrave (W. G.). — A NARRATIVE OF A YEAR'S 
 JOURNEY THROUGH CENTRAL AND EASTERN 
 ARABIA, 1862-3. By William Gifford Palgrave, late of 
 the Eighth Regiment Bombay N. I. Fifth and cheaper Edition. 
 With Maps, Plans, and Portrait of Author, engraved on steel by 
 Jeens. Crown 8vo. 6^. 
 
 " Considering the extent of our previous ignorance, the amount of his 
 achievements, and the importance of his contributions to our kno^oledgc, we 
 cannot say less of him than was once said of a far greater discoverer. Mr. 
 Palgrave has indeed given a new world to Europe." — Pall Mall Gazette. 
 
 Parkes (Henry). — AUSTRALIAN VIEWS OF ENGLAND. 
 By Henry Parkes. Crown 8vo. cloth. 3^. (>d. 
 
 " The follotving letters were written dtiring a residence in England, in 
 the years i86i and 1862, and were published in the Sydney Morning 
 Herald on the arrival of the monthly mails .... On re-perusal, these 
 letters appear to contain views of -English life and impressions of English 
 notabilities which, as the views and impressions of an Englishman on his 
 return to his native country after an absence of twenty years, may not be 
 without interest to the English reader. The writer had opportunities oj 
 mixing with different classes of the British people, and of hearing opinions 
 on passing events from opposite standpoints of observation." — Author's 
 Preface. 
 
HISTORY, BIOGRAPHY, S- TRAVELS. 17 
 
 Prichard.— THE ADMINISTRATION OF INDIA. From 
 1859 to 1868. The First Ten Years of Administration under the 
 Crown. By Iltudus Thomas Prichard, Barrister-at-Law. 
 Two vols. Demy 8vo. With Map. 2\s. 
 
 In these volumes the author has aimed to supply a full, impartial, and 
 independent account of British India between 1859 and \%(i%— which is 
 in many respects the most important epoch in the history of that country 
 which the present century has seen. 
 
 Ralegh.— THE LIFE OF SIR WALTER RALEGH, based 
 upon Contemporary Documents. By Edward Edwards. To- 
 gether with Ralegh's Letters, now first collected. With Portrait. 
 Two vols. 8vo. 32J-. 
 
 " Mr. Edwards has certainly written the Life of Ralegh from fuller 
 information than any previous biographer. He is intelligent, industrious, 
 sympathetic : and the world has in his two volumes larger means afforded 
 it of knowing Ralegh than it ever possessed before. The new letters and 
 the newlv-edited old letters are in themselves a boon." — Pall Mall 
 Gazette. 
 
 Robinson (Crabb). — DIARY, REMINISCENCES, AND 
 CORRESPONDENCE OF CRABB ROBINSON. Selected 
 and Edited by Dr. Sadler. With Portrait. Second Edition. 
 Three vols. Svo. cloth. 36J. 
 
 Mr. Crabb Robinson's Diary extends cnjer the greater part of thi ee- 
 qitartirs of a century. It contains personal reminiscences of some of the 
 most distinguished characters of that period, including Goethe, Wieland, De 
 Quincey, Wordsworth (with whom Mr. Crabb Robinson was on terms oj 
 great intimacy), Madame de Stael, Lafayette, Coleridge, Lamb, Milman, 
 &'c. &'c. : and includes a vast variety ofstibjects, political, literary, ecclesi- 
 astical, and miscellaneous, 
 
 B 
 
i8 GENERAL CATALOGUE. 
 
 Rogers (James E. Thorold). — HISTORICAL GLEAN- 
 INGS : A Series of Sketches. Montagne, Walpole, Adam Smith, 
 Cobbett. By Rev. J. E. T. Rogers. Cro-ivii 8vo. 4j. dd. 
 
 Professor' Rogeris object in the following sketches is to present a set ef 
 historical facts, grouped rottnd a principal figure. The essays are in the 
 form of lectures. 
 
 HISTORICAL GLEANINGS. A Series of Sketches. By Rev. 
 J. E. T. Rogers. Second Series. Crown 8vo. 6j. 
 
 A companion volume to the First Series recently published. It contains 
 papers on Wiklif, Laud, Wilkes, Home Tooke. In these lectures the 
 ; author has aimed to state the social facts of the time in which the individual 
 whose history is handled took part in public btisiness. 
 
 Smith (Professor Goldwin). — THREE ENGLISH 
 STATESMEN : PYM, CROMWELL, PUT. A Course of 
 Lectures on the PoMtical History of England. By Goldwin 
 Smith, M. A. Extra fcap. 8vo. New and Clieapei Edition. 5j-. 
 
 " A work which neither historian nor politician can safely afford it 
 neglect." — Saturday Review. 
 
 Tacitus. — THE HISTORY OF TACITUS, translated into 
 English. By A. J. CHURCH, M.A. and W. J. Brodribb, M.A. 
 With a Map and Notes; 8vo. loj-. 6d. 
 
 The translators have endeavoured to adhere as closely to thejiriginal as 
 was thought consistent with a proper , observance of English idiom. At 
 the same time it has been their aim to^ reproduce the precise expressions of 
 the author. This work is characterised by the Spectator as " a scholarly 
 and faithful translation." 
 
 THE AGRICOLA AND GERMANIA. Translated into English by 
 A. J. Church, M.A. and W. J. Brodribb, M.A. With Maps 
 and Notes. Extra fcap. 8vo. 2j. td. 
 
 The translators have sought to produce such a version as may satisfy 
 scholars who demand a faithful rendering of the original, and English 
 
HISTORY, BIOGRAPHY, 6- TRAVEL. 19 
 
 readers who are offended by the baldness and frigidity which \commonl 
 disfigure translations. The treatises are accompanied by introductions, 
 notes, maps, and a chronological summary. The Athenaeum says of 
 this work that it is " a version at once readable and exact, which may be 
 perused with pleasure by all, and consulted with advantage by the classical 
 student." 
 
 Taylor (Rev. Isaac). — WORDS AND PLACES ; or 
 
 Etymological Illustrations of History, Etymology, and Geography. 
 By the Rev. Isaac Taylor. Second Edition. Crown 8vo. 
 I2J. (>d. 
 " Mr. Taylor has produced a really useful book, and one which stands 
 alone in our language. " — Saturday Review. 
 
 Trench (Archbishop).— GUSTAVUS ADOLPHUS : Social 
 Aspects of the Thirty Years' War. By R. CHE^fEVIX TRENCH, 
 D.D., Archbishop of Dublin. Fcap. 8vo. 2s. 6d. 
 
 " Clear and lucid in style, t/iese lectures will be a treasure to many to 
 whom the subject is unfamiliar."— DvBLiii Evening Mail. 
 
 Trench (Mrs. R.). — Edited by Archbishop Trench. Remains 
 
 of the late Mrs. RICHARD TRENCH. Being Selections from 
 
 her Journals, Letters, and other Papers. New and Cheaper Issue, 
 
 with Portrait, 8vo. 6s. 
 
 Contains notices and anecdotes illustrating the social life of the period 
 
 — extending croer a quarter of a century (1799 — 1827). It includes also 
 
 poems and other miscellaneous pieces by Mrs. Trench. 
 
 Trench (Capt. F., F.R.G.S.).— THE RUSSO-INDIAN 
 QUESTION, Historically, Strategically, and Politically con- 
 sidered. By Capt. Trench, F. R. G. S. With a Sketch of Central 
 Asiatic Politics and Map of Central Asia. Crown 8vo. 'Js. 6d. 
 " The Russfi-Indian, or Central Asian question has for several ohvioat 
 reasons been attracting tmich public attention in England, in Russia, and 
 
 B 2 
 
20 GENERAL CATALOGUE. 
 
 also on the Continent, within the last year or two. . . . I have thought 
 that the present volume, giving a short sketch of the history of this question 
 from its earliest origin, and condensing much of the most recent and inte- 
 resting information on the subject, and on its collateral phases, might 
 perhaps be acceptable to those who take an interest in it," — Author's 
 Preface. 
 
 Trevelyan (G.O., M.P.).— CAWNPORE. Illustrated with 
 Plan. By G. O. Trevelyan, M.P., Author of "The Com- 
 petition Wallah." Second Edition. Crown 8vo. ds. 
 
 " In this book we are not spared one fact of the sad story ; but our 
 feelings are not harrowed by the recital of imaginary outrages. It is good 
 for us at home that we have one who tells his tale so well as does Mr. 
 Trroelyan,"—VKL-L Mall Gazette. 
 THE COMPETITION WALLAH. New Edition. Crown 8vo. ds. 
 
 " The earlier letters are especially interesting for their racy descriptions 
 
 of European life in India Those that follow are of more serious 
 
 import, seeking to tell the truth about the Hindoo charcuter and English 
 influences, good and bad, upon it, as well as to suggest some better course of 
 treatment than that hitherto adopted.^' — Examiner. 
 
 Vaughan (late Rev. Dr. Robert, of the British 
 
 Quarterly). — MEMOIR OF ROBERT A. VAUGHAN. 
 
 Author of "Hours with the Mystics." By Robert Vaughan, 
 
 D. D. Second Edition, revised and enlarged. Extra fcap. 8vo. t,s. 
 
 " It deserves a place on the same shelf with Stanley's ^ Life of Arnold,' 
 
 and CarlyWs ' Stirling' Dr. Vaughan has performed his painful but 
 
 not all unpleasing task -with exquisite good taste and feeling."— '^on.co'^- 
 
 FORMIST. 
 
 Wagner.— MEMOIR OF THE REV. GEORGE WAGNER, 
 M.A., late Incumbent of St. Stephen's Church, Brighton. By the 
 Rev. J. N. SiMPKlNSON, M.A. Third and cheaper Edition, cor- 
 rected and abridged, ^s. 
 " A more edifying biography we have rarely met with." 
 
 > Literary Churchman. 
 
HISTORY, BIOGRAPHY, &^ TRAVELS. 21 
 
 Wallace.— THE MALAY ARCHIPELAGO : the Land of the 
 Orang Utan and the Bird of Paradise. A Narrative of Travels 
 ■with Studies of Man and Nature. By Alfred Russel Wallace. 
 With Maps and Ilkistrations. Second Edition. Two vols, crown 
 8vo. 24J. 
 
 "A carefully and deliberately composed narrative. . . . We advise 
 eur readers to do as vm have done, read his book through.^^ — Times. 
 
 Ward (Professor).— THE HOUSE OF AUSTRIA IN THE 
 THIRTY YEARS' WAR. Two Lectures, with Notes and Illus- 
 trations. By Adolphhs W. Ward, M.A., Professor of History 
 in Owens College. Manchester. Extra fcap. Svo. is. 6d. 
 
 " Very compact and instructive.'"— Yo^TSilGViXVi Review. 
 
 Warren.— AN ESSAY ON GREEK FEDERAL COINAGE. 
 By the Hon. J. Leicester Warren, M.A. Svo. is. 6d. 
 " The present essay is an attempt to illustrate Mr. Freeman's Fedei-al 
 Government by evidence d:ducedfrom tlie coinage ofthetime.^ and countries 
 therein treated of.'' — Preface. 
 
 Wilson.— A MEMOIR OF GEORGE WILSON, M. D., 
 F.R.S.E., Pegius Professor of Technology in the University of 
 Edinburgh. By his Sister. New Edition. Crown Svo. 6j-. 
 " An exquisite and touching portrait of a rare and beautiful spirit.'" 
 
 Guardian. 
 
 Wilson (Daniel, LL.D.).— PREHISTORIC ANNALS 
 
 OF SCOTLAND. By Daniel Wilson, LL.D., Professor of 
 
 History and English Literature in University College, Toronto. 
 
 New Edition, with numerous Illustrations. Two vols, demy 
 
 Svo. 36^. 
 
 This elaborate and learned work is divided into four Tarts. Part I. 
 
 deals with The Primeval or Stone Period : Aboriginal Traces, Sepulchral 
 
 Memorials, Dwellings, and Catacombs, Temples, Weapons, &=c. &-c.; 
 
GENERAL CATALOGUE. 
 
 Wilson (Daniel, LL,D.), co^iUnued— 
 
 Part II., The Bronze Period : The Metcdlurgic Transition, Primitive 
 Bronze, Personal Ornaments, Religion, Arts, attd Domestic Habits, with 
 other topics ; Part III., The Iron Period : The Introduction of Iron, The 
 Roman Invasion, Strongholds, Gt'c. 'St'c; Part IV., The Christian Period : 
 Historical Data, the Norrie's Law Relics, Primitive and Media^jal 
 Ecclesiology, Ecclesiastical and Miscellaneous Antiquities. The work is 
 furnished with an elaborate Index. 
 
 CHATTERTON: A Biographical Study. By Daniel Wilson, 
 LL.D., Professor of History and English in University College, 
 Toronto. Crown 8vo. 6j-. dd. 
 
 The Author here regards Chatterton as a Poet, not as a " mere resetter 
 and defacer of stolen literary treasures. " Reviewed in this light, he has 
 found much in the old materials capable of being turned to nerw account ; 
 and to these materials research in various directions has enabled him to 
 make some additions. 
 
 PREHISTORIC MAN. New Edition, revised and partly re-written, 
 with numerous Illustrations. One vol. 8vo. 21s, 
 
 This work, which carries out the principle of the preceding one, but with 
 a wider scope, aims to " view Man, as far as possible, unaffected by those 
 modifying influences which accompany the development of nations and the 
 maturity of a true historic period, in order thereby to ascertain the sources 
 from whence such development and maturity proceed." It contains, Jor 
 example, chapters on the Primeval Transition; Speech; Metals; .the 
 Mound- Builders ; Primitive Architecture ; the American Type; the Red 
 Blood of the West, &'c. Sfc. 
 
SECTION II. 
 
 POETRY AND BELLES LETTRES. 
 
 Allingham LAURENCE BLOOMFIELD IN IRELAND; 
 
 or, tlie New Landlord. By William Allingham. New and 
 cheaper issue, with a Preface. Fcap. 8vo. cloth, 4s. 6ci. 
 
 In the new Preface, the state of Ireland, with special reference tt the 
 Church measure, is discussed. 
 
 ^' It is vital with the national character. . . . It has something of Pope's 
 point and Goldsmith's simplicity, touched to a more modern issue." — 
 AtHENvEUM. 
 
 Arnold (Matthew). — poems. By Matthew Arnold. 
 Two vols. Extra fcap. 8vo. cloth. I2J. Also sold separately at 6j. 
 each. 
 
 Volume I. contaitis Narrative and Elegiac Poems ; Volume II. Dra- 
 matic and Lyric Poems. Tlie two volumes comprehend the First and 
 Sicond Series of the Poems, and the New Poems. 
 
 ASPROMONTE, AND OTHER POEMS. Fcap. Svo. cloth 
 extra. ^. dd. 
 Contents: — Poems for Italy ; Dramatic Lyrics ; Miscellaneous. 
 
 " UiuoTnmon lyrical power and deep poetic feeling." — LITERARY 
 Churchman. 
 
24 GENERAL CATALOGUE. 
 
 Arnold (Matthew), (cmtimted)— 
 
 NEW POEMS. Extra fcap. 8vo. 6s. 6a. 
 
 In this volume will be found "Empedocles on Etna ;"" Thyrsis " {written 
 in commemoration oj the late Professor Clough) ; " Epilogue to Lessing's 
 LaocooH ;'" " Jieine's Grave ;^' " Obermann once more." All these 
 poems are also included in the Edition (two vols. ) above-mentioned. 
 
 ESSAYS IN CRITICISM. New Edition, with Additions. Extra 
 fcap. Svo. 6s. 
 Contents : — Preface ; The Function of Criticism at the present time; 
 The Literary Influence of Academies; Maurice de Guerin ; Eugenie 
 de Guerin ; Heinrich Heine ; Pagan and Mediceval Religious Sentiment ; 
 Joubert ; Spinoza and the Bible ; Marcus Aurelius. 
 
 Barnes (Rev. W.). — POEMS OF RURAL LIFE IN COM- 
 MON ENGLISH. By the Rev. W. Barnes, Author of 
 " Poems of Rural Life in the Dorset Dialect." Fcap. Svo. 6s. 
 
 " In a high degree pleasant and novel. The booh is by no means one 
 ■which the lovers of descriptive poetry can afford to lose." — AtheN/EUM. 
 
 Bell. — ROMANCES AND MINOR POEMS. By Henry 
 Glassford Bell. Fcap. Svo. 6s. 
 " Full of life a?id genius." — COURT Circular. 
 
 Besant. — studies in early French poetry. By 
 
 Walter Besant, M.A. Crown. Svo. Sj. 6d. 
 
 A sort of impression rests on most minds that French literature begins 
 with the " siicle de Louis Quatorze;" any previous literature being for 
 the most part unknown or ignored. Few know anything of the enormous 
 literary activity that began in the thirteenth century, was carried on by 
 Rulebeuf, Marie de France, Gaston de Foix, Thibault de Champagne, 
 and Lorris ; was fostered by Charles of Orleans, by Margaret of Valois, 
 by Francis the First ; that gave a crowd' of versifiers to France, enriched, 
 strengthened, developed, and fixed the Freitch language, and prepared the 
 way for Corneille and for Racine. The present work aims to afford 
 
POETRY &» BELLES LETTRES. 25 
 
 information and direction touching the early efforts of France in poetical 
 literature. 
 
 " In one moderately sized volume he has contrived to introd-uce us to the 
 very best, if tiot to all oj the early French poets."~ATll^NJE,VM. 
 
 Bradshaw.— AN ATTEMPT TO ASCERTAIN THE STATE 
 OF CHAUCER'S WORKS, AS THEY WERE LEFT AT 
 HIS DEATH. With some Notes of their Subsequent History. 
 By Henry Bradshaw, of King's College, and the University 
 Library, Cambridge. [/« the Press. 
 
 Brimley.— ESSAYS BY TflE LATE GEORGE BRIMLEY, 
 M.A. Edited by the Rev. W. G. Clark, M.A. With Portrait. 
 Cheaper Edition. Fcap. 8vo. 3^. 6d. 
 
 Essays on literary topics, such as Tennyson's "Poems," CarlyUs 
 "Life of Stirling," "Bleak House," &^c., reprinted from Eraser, the 
 Spectator, and like periodicals. 
 
 Broome.— THE STRANGER OF SERIPHOS. A Dramatic 
 Poem. By Frederick Napier Broome. Fcap. 8vo. 5^. 
 
 Founded on the Greek legend of Danae and Perseus. 
 
 " Grace and beauty of expression are Mr. Broome's characta-istics ; 
 and these qualities are displayed in many passages. " — Athen^um. 
 
 Clough (Arthur Hugh).— the POEMS AND PROSE 
 REMAINS OF ARTHUR HUGH CLOUGH. With a 
 Selection from his Letters and a Memoir. Edited by his Wife. 
 With Portrait. Two vols, crown 8vo. 2ij. Or Poems sepa- 
 rately, as below. 
 
 The late Professor Clough is well known as a graceful, tender poet, 
 and as the scholarly translator of Plutarch. The letters possess high 
 interest, not biographical only, but literary — discussing, as they do, the 
 most important questions of the time, always in a genial spirit. The 
 "Remains" include papers on " Retrenchment at Oxford;" on Professor 
 
26 GENERAL CATALOGUE. 
 
 Clough (Arthur Hugh), (continued) — 
 
 F. W. Neivman's book " The Soul ;^' on Wordsworth. ; on the Formation 
 ef Classical English ; on some Modern Poems (Matthew Arnold and the 
 late Alexander Smith), ifc. &fc. 
 
 THE POEMS. OF ARTHUR HUGH CLOUGH, sometime Fellow 
 of Oriel College, Oxford. With a Memoir by F. T. Palgrave. 
 Second Edition. Fcap. 8vo. 6s. 
 "From the higher mind of cultivated, all-questioning, hut still conser- 
 vative England, in this our puzzled generation, we do not know of any 
 utterance in literature so characteristic as the poems of Arthur Hugh 
 Clough." — Eraser's Magazine. 
 
 Dante. — DANTE'S COMEDY, THE HELL. Translated by 
 W. M. RosSETTi. Fcap. 8vo. cloth. 5^. 
 
 " The aim of this translation of Dante mxiy be summed up in one word 
 — Literality, . . . To follow Dante sentence for sentence, line for line, 
 word for word — neither m,ore nor less — has been my strenuous endeavour. " 
 — Author's Preface. 
 
 De Vere. — the infant BRIDAL, and other Poems. By 
 Aubrey De Yere. Fcap. 8vo. 'js. 6d. 
 "Mr. De Vere has taken his place among the poets of the day. Pure 
 and tender feeling, and that polished restraint of style which is called 
 classical, are the charms of the volume?'' — Spectator. 
 
 Doyle (Sir F. H.). — Works by Sir Francis Hastings Doyle, 
 Professor of Poetry in the University of Oxford : — 
 
 THE RETURN OF, THE GUARDS, AND OTHER POEMS. 
 Fcap. 8vo. Is. 
 
 " Good zaine needs no bush, nor good verse a preface ; and Sir Francis 
 Doyle's verses run bright and clear, and smack oj a classic vintage. ... 
 His chief characteristic, as it is his greatest charm, is the simple manliness 
 which gives force to all he writes. It is a characteristic in these days rare 
 enough. " — Examiner. 
 
POETRY Sr" BELLES LETTRES. • 27 
 
 Doyle (Sir F. H.), {continued)— 
 
 LECTURES ON POETRY, delivered befor* the University of 
 Oxford in 1868. Extra crown 8vo. 3j. dd. 
 
 Three Lectures : — (i) Inaugural ; (2) Provincial Poetry; (3) Dr. 
 Newman's "Dream of Gerontius." 
 
 "Full of thoughtful discrimination and fine insight: the lecture on 
 ' Provincial Poetry'' seems to us singularly true, eloquent, and instructive" 
 
 Spectator. 
 
 Evans. — BROTHER FABIAN'S MANUSCRIPT, AND 
 OTHER POEMS. By Sebastian Evans. Fcap. 8vo. cloth. 
 ds. 
 " In this volume we have full assurance that he has ' the vision and the 
 faculty divine.' . . . Clever and full of kindly humour." — Globe. 
 
 Furnivall. — LE MORTE D' ARTHUR; Edited from the Harldan 
 M.S. 2252, in the British Museum. By F. J. FuRNlVALL, M.A. 
 With Essay by the late Herbert Coleridge. Fcap. 8vo. 7^. 6rf. 
 
 Looking to the interest shown by so many thousands in Mr. Tennyson's 
 Arthurian poems, the editor and publishers have thought that the old 
 version would possess considerable interest. It is a reprint of the celebrated 
 Harleian copy ; and is accompanied by index and glossary. 
 
 Garnett. — idylls AND EPIGRAMS. Chiefly from the Greek 
 Anthology. By Richard Garnett. Fcap. 8vo. ■zs. dd. 
 
 "A charming little book. For English readers, Mr. Garnetfs transla- 
 laiions will open a ne^v world of thought."— W-EST:Mm%T:-B.-B. Review. 
 
 GUESSES AT TRUTH. By Tvsro Brothers. With Vignette, 
 Title, and Frontispiece. New Edition, with Memoir. Fcap. 8vo. 6j. 
 
 " The following year was memorable for the commencement of the 
 ' Guesses at Truth.' He and his Oxford brother, living as they did in 
 constant and free interchange ef thought on questions of philosophy and 
 
28 ■ GENERAL CATALOGUE. ' 
 
 literature and art ; delighting, each of them, in the epigrammatic terseness 
 which is the charm of the ' Pensses ' of Pascal, and the ' Caractlres ' of La 
 Bruyere — agreed to utter themselves in this form, and the book appeared, 
 anonymously, in two volumes, in 1827." — Memoir. 
 
 Hamerton. — a PAINTER'S CAMP. By Philip Gilbert 
 Hamerton. Second Edition, revised. Extra fcap. 8vo. ds. 
 
 Book I. In England; Book IT. In Scotland; Book III. /« France. 
 This is the story of an Artistes encampments and adventures. The 
 headings of "■ few chapters may serve to convey a notion of the character 
 of the book : A Walk on the Lancashire Moors ; the Author his own 
 Housekeeper and Cook ; Tents and Boats for the I/ighlands ; The A uthor 
 encamps on an uninhabited Island ; A Lake Voydge ; A Gipsy Journey 
 to Glen Coe ; Concerning Moonlight and Old Castles ; A little French 
 City ; A Farm in the Autunois, &>£■. df^. 
 
 "His pages sparkle with happy turns of expression, not a few well-told 
 anecdotes, and many observations which are the fruit of attentive study and 
 wise reflection on the complicated phenomena of human life, as well as of 
 unconscious nature^'' — WESTMINSTER Review. 
 
 ETCHING ANB ETCHERS. A Treatise Critical and Practical. 
 By P. G. Hamerton. With Original Plates by Rembrandt, 
 Callot, Dujardin, Paul Potter, &c. Royal Svo, Half 
 morocco. 3IJ. dd. 
 
 " It is a work of which author, printer, and publisher may alike feel 
 proud. It is a work, too, of which none but a genuine artist could by pos- 
 sibility have been the author" — SATURDAY Review. 
 
 Helps. — REALMAH. By Arthur Helps. Cheap Edition. 
 Crown Svo. ds. 
 
 Of this work, by the Author ef "Friends in Council,'" the Saturday 
 Review says: " Underneath the form (that of dialogue) is so much shrewd- 
 ness, fancy, and above all, so much wise kindliness, that we should think 
 all the better of a man or woman who like! the book.'" 
 
POETR Y &» BELLES LETTRES. ' 29 
 
 Herschel.— THE ILIAD OF HOMER. Translated into English 
 Plexameters. By Sir John Herschel, Bart. 8vo. iSj. 
 
 A version of tht Iliad in English Hexameters, The question of Homeric 
 translation is fully discussed m the Preface. 
 
 "It is admirable, not only for many intrinsic merits, but as a great 
 man^s tribute to Genius." — ILLUSTRATED London News. 
 
 HIATUS : the Void in Modern Education. Its Cause and Antidote. 
 By OuTis. 8vo. 8j. 6d. 
 
 The main object of this Essay is to point out how the emotional element 
 which underlies the Fine Arts is disregarded and undeveloped at this time 
 so far as (despite a pretence at filling it up) to constitute an Educational 
 Hiatus. 
 
 HYMNI ECCLESI^. See "Theological Section." 
 
 Kennedy. — LEGENDARY FICTIONS OF THE IRISH 
 CELTS. Collected and Narrated by Patrick Kennedy. Crown 
 8vo. ^s. 6d. 
 
 "A very admirable popular selection of the Irish fairy stories and legends, 
 in which those who are familiar with Mr. Croker's, and other selections 
 of the same kind, ■will find much that is fresh, and full of the peculiar 
 vivacity and humour, and sometimes even of the ideal beauty, of the true 
 Celtic Zig-OTi^."— Spectator. 
 
 Kingsley (Canon). — See also "Historic Section," "Works 
 of, Fiction, " a«(/ "Philosophy;" also "Juvenile Books," 
 «»(/" Theology." 
 
 THE SAINTS' TRAGEDY : or, The True Story of Elizabeth of 
 Hungary. By the Rev. Charles Kingsley. With a Preface by 
 the Rev. F. D. Maurice. Third Edition. Fcap. 8vo. Is. 
 
 ANDROMEDA, AND OTHER POEMS. Third Edition. Fcap. 
 8vo. is. 
 
30 GENERAL CATALOGUE. 
 
 Kingsley (Canon), (continued)— 
 
 PHAETHON ; or, Loose Thoughts for Loose Thinkers. Third 
 Edition. Crown 8vo. 2s. 
 
 Kingsley (Henry). — See "Works of Fiction." 
 
 Lowell.— UNDER THE WILLOWS, AND OTHER POEMS. 
 By James Russell Lowell. Fcap. 8vo. 6^. 
 
 " Under the Willows is one of the most admirable bits of idyllic work, 
 short as it is, or perhaps because it is short, that have been done in our gene- 
 ration^'' — Saturday Review. 
 
 Masson (Professor).— ESSAYS, BIOGRAPHICAL AND 
 CRITICAL. Chiefly on the Britisli Poets. By David Masson, 
 LL.D., Professor of Rhetoric in the University of Edinburgh. 
 8vo. \2.s. 6d. 
 
 " Distinguished by a remarkable power of analysis, a clear statement 
 ef the actual facts on which speculation is based, and an appropriate 
 beauty of Language. These essays should be popular with serious men. " 
 
 Athen^um. 
 
 BRITISH NOVELISTS AND THEIR STYLES. Being a Critical 
 Sketch of the History of British Prose Fiction. Crown Svo. Js. 6d. 
 
 " Valuable for its lucid analysis of fundamental priiuiples, its breadth 
 ef view, and sustained animation of style.'" — SPECTATOR. 
 
 MRS. JERNINGHAM'S JOURNAL. Extra fcap. Svo. y. 6d A 
 Poem of the boudoir or domestic class, purporting to be the journal 
 of a newly-married lady. 
 
 ' ' One quality in the piece, sufficient of itself to claim- a moment's atten- 
 tion, is that it is unique^original, indeed, is not too strong a word — in 
 the manner of its conception and execution. "—Pall Mall Gazette. 
 
POETRY S- BELLES LETTRES. 31 
 
 Mistral (F.). — MIRELLE: a Pastoral Epic of Provence. Trans- 
 lated by H. Crichton. Extra fcapi 8vo. ds. 
 
 " This is a capital translation of the elegant and richly-coloured pastoral 
 epic poem of M. Mistral •which, in 1859, he dedicated in enthusiastic 
 
 terms to Lamartine. It would be hard to overpraise the 
 
 sweetness and pleasing freshness of this charming epic." — AtheNjEUM. 
 
 Myers (Ernest). — THE PURITANS. By Ernest Myers. 
 Extra fcap. 8vo. cloth. 2s. dd. 
 
 " It is not too much to call it a really grand poem, stately and dignified, 
 und showing not only a high poetic mind, but also great power over poetic 
 expression." — Literary Churchman. 
 
 Myers (F. W. H.)— ST. PAUL. A Poem. By F. W. H. 
 Myers. Second Edition. Extra fcap. 8vo. as. 6d. 
 
 "It breathes throughout the spirit of St. Paul, and with a singular 
 stately melody of verse" — Fortnightly Review. 
 
 Nettleship. — ESSAYS ON ROBERT BROWNING'S 
 POETRY. By John T. Nettleship. Extra fcap. 8vo. 6s. 6d. 
 
 Noel. — BEATRICE, AND OTHER POEMS. By the Hon. 
 RODEN Noel. Fcap. 8vo. (>s. 
 
 " Beatrice is in many respects a noble poem; it displays a splendour 
 of landscape painting, a strong definite precision of highly-coloured descrip- 
 tion, which has not often been surpassed."— 2 KVL Mall Gazette. 
 
 Norton. — THE LADY OF LA GARAYE. By the Hon. Mrs. 
 Norton. With Vignette and Frontispiece. Sixth Edition. 
 Fcap. 8vo. 4^. dd. 
 
 " T%ere is no lack of vigour, no faltering of power, plenty of passion, 
 much bright description, much musical verse. . . . Full of thoughts well- 
 expressed, and may be classed among her best works."— Imx.^. 
 
32 GENERAL CATALOGUE. 
 
 -Orwell THE BISHOP'S WALK AND THE BISHOP'S 
 
 TIMES. Poems on the days of Archbishop Leighton and the 
 Scottish Covenant. By Orwell. Fcap. 8vo. jj. 
 
 ' ' Pure taste and faultless frecision of language, the fruits of deep thought, 
 insight into human nature, and lively sympathy.'" — Nonconformist. 
 
 Palgrave (Francis T.).— ESSAYS ON ART. By Francis 
 Turner Palgrave, M.A,, late Fellow of Exeter College, 
 Oxford. Extra fcap. 8vo. 6^. 
 
 Mulready — t)yce — Holman Hunt — Herbert — Poetry, Prose, ana Sen- 
 sationalism in Art — Sculiiture in England — The Albert Cross, &'c. 
 
 SHAKESPEARE'S SONNETS AND SONGS. Edited by F. T. 
 Palgrave. , Gem Edition. With Vignette Title by Jeens. y.6d. 
 
 "For minute elegance no volume could possibly excel the 'Gem 
 Edition.' " — Scotsman. 
 
 Patmore. — Works by Coventry Patmore : — 
 
 THE ANGEL IN THE HOUSE. 
 
 Book I. 7'he Betrothal ; Book II. The Espousals ; Book III. 
 Faithful for Ever. With Tameiion Church Tower. Two vols. fcap. 
 Sz/o. 12S. 
 
 %* A New and Cheap Edition in one vol. iSmo., beautifully printed on 
 toned paper, price 2s. 6d. 
 
 THE VICTORIES OF LOVE. Fcap. 8vo. 4J. 6d. 
 
 The intrinsic merit of his poem will secure it a permanent place in 
 literature. . . , Mr. Patmore has fully earned a place in the catalogue 
 of poets by the finished, idealization of domestic life." — Saturday 
 Review. 
 
POETRY fir' BELLES LETTRES. 33 
 
 RoSSetti. — Works by CHRISTINA RossETTi : — 
 
 GOBLIN MARKET, AND OTHER POEMS. With two Designs 
 by D. G. RossETTl. Second Edition. Fcap. 8vo. 5^. 
 
 "She handles her little marvel with that rare poetic discrimination which 
 neither exhausts it of its simple wonders by pushing symbolism too far, nor 
 keeps those wonders in the merely fabulous and capricious stage. In fact 
 she has produced a true children's poem, which is far more delightful to 
 the mature than to children, though it would be delightful to all." — 
 Spectator. 
 
 THE PRINCE'S PROGRESS, AND OTHER POEMS. With 
 two Designs by D. G. Rossetti. Fcap. 8vo. ds. 
 
 " Miss RossettV s poems are of the kind which recalls Shelley's definition 
 of Poetry as the record of the best and happiest moments of the best and 
 happiest minds. . . . They are like the piping of a bir;d on the spray in 
 the sunshine, or the quaint singing with which a child amuses itself when 
 it forgets that anybody is listening.'" — Saturday Review. 
 
 Rossetti (W. M.).— DANTE'S HELL, i'^^" Dante." 
 
 FINE ART, chiefly Contemporary. By William M. Rossetti. 
 Crown 8vo. loj. 6d. 
 
 This volume consists of Criticism on Contemporary Art, reprinted from 
 Fraser, The Saturday Review, The Pall Mall Gazette, and other pub- 
 lications. 
 
 Roby.— STORY OF A HOUSEHOLD, AND OTHER POEMS. 
 By Mary K. Roby. Fcap. 8vo. <,s. 
 
 Shairp (Principal). — KILMAHOE, a Highland Pastoral, with 
 other Poems. By John Campbell Shairp. Fcap. 8vo. S'f- 
 " Kilmahoe is a Highland Pastoral, redolent of the warm soft air of 
 the Western Lochs and Moors, sketched out with remarkable grace and pic- 
 turesffueness."^SATVRT>A.Y Review. 
 
 c 
 
34 GENERAL CATALOGUE. 
 
 Smith. — Works by Alexander Smith : — 
 
 A LIFE DRAMA, AND OTHER POEMS. Fcap. 8vo. is. 6d. 
 
 CITY POEMS. Fcap. Svo. Sj. 
 
 EDWIN OF DEIRA. Second Edition. Fcap. Svo. t,s. 
 
 "A ppern whifh is marked by the strength, sustained sweetness, and 
 compact texture of real life." — North British Review. 
 
 Smith. — POEMS. By Catherine Barnard Smith. Fcap. 
 Svo. Sj. 
 
 " Wmlthy in feeling, meaning, finish, and grace ; not without passion, 
 which is suppressed, but the keener for that. " — ^AthenjEU M. 
 
 Smith (Rev. Walter).— hymns OF CHRIST AND THE 
 CHRISTIAN LIFE. By the Rev! Walter C. Smith, M.A. 
 Fcap. Svo. 6s. 
 
 " These a,re among the sweetest sacred poems we ha^e read for a long 
 time. With no profuse imagery, expressing a range of feeling and 
 expression, by no means uncotfimon, they are trv£ and elevated, and their 
 pathos is profound and simple" — Nonconformist. 
 
 Stratford de Redcliffe (Viscount). — SHADOWS OF 
 THE PAST, in Verse. By Viscount Stratford de Red- 
 cliffe. Crown Svo. \os. 6d. 
 
 ", The vigorous words of one who has acted vigorously. Thev comldne 
 the fervour of politician and poet." — Guardian. 
 
 Trench. — Works by R. Chenevix Trench, D.D., Archbishop 
 of Dublin. See also Sections "Philosophy," "Theology," &c. 
 
 POEMS. Collected and arranged anevif. Fcap. Svo. Is. 6d. 
 
 ELEGIAC POEMS. Third Edition. Fcap. Svo. zs. 6d. 
 
POETRY S- BELLES LETTRES. 35 
 
 Trench (Archbishop), (contimied)— 
 
 CALDERON'S LIFE'S A DREAM : The Great Theatre of the 
 World. With an Essay on his Life and Genius. Fcap. 8vo. 
 
 HOUSEHOLD BOOK OF ENGLISH POETRY. Selected and 
 arranged, with Notes, by R. C. Trench, D.D., Archbishop of 
 Dublin. Extra fcap. 8vo. 5^. 6d. 
 
 This volume is called a " Household Book" by this name implying that 
 it is a book for all — that there is nothing in it to prevent it from being 
 confidently placed in the hands of every m.ember of the household. Speci- 
 mens of all classes of poetry are given, including selections from living 
 authors. The Editor has aimed to produce a book "which the emigrant, 
 finding room- for little not absolutely necessary, might yet find room for 
 in his trunk, and the traveller in his knapsack, and that on some narrow 
 shelves where there are few books this might be one." 
 
 " The Archbishop has conferred in this delightful vohime an important 
 gift on the whole English-speaking population of the world." — Pall 
 Mall Gazette. 
 
 SACRED LATIN POETRY, Chiefly Lyrical. Selected and arranged 
 for Use. Second Edition, Corrected and Improved. Fcap. 8vo. 
 is. 
 
 " The aim of the present volume is to offer to members of our English 
 Church a collection of the best sacred Latin poetry, such as they shall be 
 able entirely and heartily to accept and approve — a collection, that is,' in which 
 they shall not be evermore liable to be offended, and to have the current of 
 their sympathies checked, by coining upon that which, however beautiful as 
 poetry, out of higher respects they must reject and condemn — in which, too, 
 they shall not fear that snares are being laid for them, to entangle them 
 unawares in admiration for ought which is inconsistent with their faith 
 and fealty to their own spiritual mother. — Preface. 
 
36 GENERAL CATALOGUE. 
 
 Turner. — sonnets. By the Rev. Charles Tennyson 
 Turner. Dedicated to his brother, the Poet Laureate. Fcap. 
 8vo. 4J. dd. 
 
 " The Sonnets are dedicated to Mr. Tennyson by his brother, and have, 
 independently of their merits, an interest of association. They both love to 
 write in simple expressive Saxon; both Icrve to touch thar imagery in 
 epithets rather than in formal similes ; both have a delicate perception 
 of rhythmical movement, and thus Mr. Turner has occasional lines which, 
 for phrase and mtisic, might be ascribed to his brother. . . He knows the 
 haunts of the wild rose, the shady nooks where light quivers through the 
 leaves, the ruralitics, in short, of the land of imagination." — Athenaeum. 
 
 SMALL TABLEAUX. Fcap. 8vo. 4r. dd. 
 
 " These brief poems have not only a peculiar kind of interest for the 
 student of English poetry, but are intrinsically delightful, and will reward 
 a careful and frequent perusal. Full of tudveti, piety, love, and knowledge 
 of natural objects, and each expressing a single and generally u. simple 
 subject by means of minute and original pictorial touches, these sonnets 
 have a place of their own." — Pall Mall Gazette. 
 
 Vittoria Colonna. — life and POEMS. By Mrs. Henry 
 RoscoE. Crown 8vo. gj. 
 
 The life of Vittoria Colonna, the celebrated Marchesa di Pescara, has 
 received but cursory notice from any English writer, though in every 
 history of Italy her name is mentioned with great honour among the poets 
 of the sixteenth century. "In three hundred and fifty years," says her 
 biographer Visconti, "there has been no other Italian lady who can be 
 compared to her." 
 
 " It is written with good taste, with quick and intelligent sympathy, 
 occasionally with a real freshness and charm of style" — Pall Mall 
 Gazette. 
 
POETRY 6- BELLES LETTRES. 37 
 
 Webster. — Works by Augusta Webster : — 
 DRAMATIC STUDIES. Extra fcap. 8vo. Sj. 
 
 "A volume as strongly marked iy perfect taste as bv poetic power." 
 
 Nonconformist. 
 
 PROMETHEUS BOUND OF ^SCHYLUS. Literally translated 
 into English Verse. Extra fcap. 8vo. 3.r. 6d. 
 
 Closeness and simplicity combined with literary sMI."—Athznm,VM. 
 
 MEDEA OF EURIPIDES. Literally translated into English Verse. 
 Extra fcap. 8vo. 3s. 6d. 
 
 " Mrs. Webster's translation surpasses our utmost expectations. It is a 
 photograph of the original without any of that harshness which so often 
 accompanies a photographV — WESTMINSTER REVIEW. 
 
 A WOMAN SOLD, AND OTHER POEMS. Crown 8vo. -Js. 6d. 
 
 "Mrs. IVebster has shown us that she is able to draw admirably from 
 the life; that she can observe with subtlety, and rcTider her observations 
 with delicacy ; that she can impersonate complex conceptions, and venture 
 into which few living writers can follow her." — Guardian. 
 
 Woolner. — MY BEAUTIFUL LADY. By Thomas Woolner 
 With a Vignette by Arthur Hughes. Third Edition. Fcap. 
 8vo. Is. 
 
 " It is clearly the product of no idle hour, but a highly-conceived ana 
 faithfully-executed task, self-imposed, and prompted by that inward yearn- 
 ing to utter great thoughts, and a wealth of passionate feeling which is 
 poetic genius. No man can read this poem without being struck by the 
 fitness and finish of the workmanship, so to speak, as well as by the chas- 
 tened and unpretending loftiness of thought which pervades the whole." 
 
 Globe. 
 
 WORDS FROM THE POETS. Selected by the Editor of " Rays of 
 Sunlight." With a Vignette and Frontispiece. iSmo. Extra 
 cloth gilt. 2s.6d. Cheaper Bdition, iSmo.hirvp., Is. 
 
GLOBE EDITIONS. 
 
 Under the title GLOBE EDITIONS, the Publishers are 
 issuing a uniform Series of Standard English Authors, 
 carefully edited, clearly and elegantly printed on toned 
 paper, strongly bound, and at a small cost. The names of 
 the Editors whom they have been fortunate enough to 
 secure constitute an indisputable guarantee as to the 
 character of the Series. The greatest care has been taken 
 to ensure accuracy of text; adequate notes, elucidating 
 historical, literary, and philological points, have been sup- 
 plied ; and, to the older Authors, glossaries are appended. 
 The series is especially adapted to Students of our national 
 Literature ; while the small price places good editions of 
 certain books, hitherto popularly inaccessible, within the 
 reach of all. 
 
 Shakespeare. — the COMPLETE WORKS OF WILLIAM 
 SHAKESPEARE. Edited by W. G. Clark and W. Aldis 
 Weight. Ninety-first Thousand. Globe 8vo. 3^. (yd. 
 
 "A marvel of beauty, cheapness, and compactness. The whole works — 
 plays J poems, and sonnets — are contained in one small volume: yet the 
 page is perfectly clear and readable. . . . For the busy man, abme all 
 for the loorking Student, the Globe Edition is the best of all existing 
 Shakespeare books" — Athen.«um. 
 
GLOBE EDITIONS. 39 
 
 Morte D'Arthur. — SIR THOMAS MALORY'S BOOK OF 
 KING ARTHUR AND OF HIS NOBLE KNIGHTS OF 
 THE ROUND TABLE. The Edition of Caxton, revised for 
 Modem Use. With an Introduction by Sir Edward Strachey, 
 Bart. Globe 8vo. 3J-. td. Third Edition. 
 
 " Itis with the most perfect confidence that we recommend this edition of 
 the old romarue to every class of readers." — Pall Mall GAZETTE. 
 
 Scott.— THE POETICAL WORKS OF SIR WALTER 
 SCOTT. With Biographical Essay, by F. T. Palgrave. 
 Globe 8vo. 3^. ^d. New Edition. 
 
 ^' As a popular edition it leaves nothing to be desired. The want of 
 such an one has long been felt, combining, real excellence with cheapness." 
 
 Spectator. 
 
 Burns. — the poetical WORKS AND LETTERS OF 
 ROBERT BVRNS. 'Edited, wifh Life, by Alexander Smith. 
 Globe 8vo. y. 6d. Second Edition. 
 
 " The works of the bard have never been offered in such a complete form 
 in a single volume" — Glasgow Daily Herald. 
 ^^ Admirable in all respects." — SPECTATOR. 
 
 Robinson Crusoe.— THE ADVENTURES OF ROBINSON 
 CRUSOE. By Defoe. Edited, from the Original Edition, by 
 J. W. Clark, M.A., Fellow of Trinity College, Cambridge. 
 With Introduction by Henry Kingslev. Globe 8vo. is. 6d. 
 
 " The Globe Edition of Robinson Crusoe is a book to have and to keep. 
 It is printed after the original editions, with the quaint old spelling, and 
 is published in admirable style as regards type, paper, and binding. A 
 well-^uritten and genial biographical introduction, by Mr. Henry I^fngsley, 
 is likewise an attractive feature, of this edition." — 1\Iorning Staj^. 
 
40 GENERAL CATALOGUE. 
 
 Goldsmith. — goldsmith's miscellaneous works. 
 
 With Biographical Essay by Professor Masson. Globe 8vo. 
 3-f- 6^- 
 
 This edition includes the whole of GoldsmitKs Miscellaneous Works — 
 the Vicar of Wakefield, Plays, Poems, &'c. Of the memoir the SCOTSMAN 
 newspaper writes: "Such an admirable compendium of the facts of 
 GoldsmitKs life, and so careful and minute « delineation of the mixed 
 traits of his peculiar character, as to be a very model of a literary 
 biography." 
 
 Pope. — THE POETICAL WORKS OF ALEXANDER POPE. 
 Edited, with Memoir and Notes, by Professor Ward. Globe 
 8vo. 3J. (td. 
 
 " The book is handsome and handy. . . . The notes are many, and 
 the matter of them is rich in interest" — Athenaeum. 
 
 Spenser. — the complete works of edmund 
 
 SPENSER. Editedfrom the Original Editions and Manuscripts, 
 by R. Morris, Member of the Council of the Philological Society. 
 With a Memoir by J. W. Hales, M.A., late Fellow of Christ's 
 College, Cambridge, Member of the Council of the Philological 
 Society. Globe 8vo. 3j. 6(f. 
 
 " A complete and clearly printed edition of the whole works of Spenser, 
 carefully collated with the originals, with copious glossary, worthy — and 
 higher praise it needs not — of the beautiful Globe Series. The work is 
 edited with all the care so noble a poet deserves." — DAILY News. 
 
 ** Other Standard Works are in the Press. 
 
 *».* The Volumes of this Series may also be had in a variety of morocco 
 and calf bindings at very moderate Prices. 
 
GOLDEN TREASURY SERIES. 
 
 Uniformly printed in i8mo., with Vignette Titles by Sir 
 Noel Paton, T. Woolner, W. Holman Hunt, J. E. 
 MiLLAis, Arthur Hughes, &c. Engraved on Steel by 
 Jeens. Bound in extra cloth, 4s. bd. each volume. Also 
 kept in morocco. 
 
 " Messrs. Macmillan kave, in their Golden Treasury Series especially, 
 provided editions of standard works, volumes of selected poetry, and 
 original compositions, which entitle this series to be called classical. 
 Nothing can be better than the literary execution, nothing more elegant 
 than the material workmanship" — BRITISH QUARTERLY Review. 
 
 THE GOLDEN TREASURY OF THE BEST SONGS AND 
 LYRICAL POEMS IN THE ENGLISH LANGUAGE. 
 Selected and arranged, with Notes, by Francis Turner 
 Palgravb. 
 
 " This delightful little volume, the Golden Treasury, which contains 
 many of the best original lyrical pieces and songs in our language, grouped 
 with care and skill, so as to illustrate each other like the pictures in a 
 well-arranged gallery. " — Quarterly Review. 
 
 THE CHILDREN'S GARLAND FROM THE BEST POETS. 
 Selected and arranged by Coventry Patmore. 
 
 " /t includes specimens of all the great masters in the art oj poetry, 
 selected with the matured judgment of a man concentrated on obtaining 
 insight into the feelings and tastes of childhood, and desirous to awaken its 
 finest impulses, to cultivate its keenest sensibilities!^ — Morning Post. 
 
 D 
 
42 GENERAL CATALOGUE. 
 
 THE BOOK OF PRAISE. From the Best English Hymn Writers. 
 Selected and arranged by SiR RouNDELL Palmer. A New and 
 Enlarged Edition. 
 
 " All previous comfilations of this kind must undeniably for the present 
 give place to the Book of Praise. . . . The selection has been made 
 throughout with sound judgment and critical taste. The pains involved 
 in this compilation must have been immense, embracing, as it does, every 
 writer of note in this special province of English literature, and ranging 
 over the most widely divergent tracks of reli^ous thought." — Saturday 
 Review. 
 
 THE FAIRY BOOK ; the Best Popular Fairy Stories. Selected and 
 rendered anew by the Author of "John Halifax, Gentleman." 
 
 ' ' A delightful selection, in a delightful external form. ; full of the 
 physical splendour and vast opulence of proper fairy tales." — SPECTATOR. 
 
 THE BALLAD BOOK. A Selection of the Choicest British Ballads. 
 Edited by William Allingham. 
 
 ' ' His taste as a judge of old poetry will be found, by all acquainted with 
 the various readings of old English ballads, true enough to justify his 
 undertaking so critical a task." — Saturday Review. 
 
 THE JEST BOOK. The Choicest Anecdotes and Sayings. Selected 
 and arranged by Mark Lemon. 
 
 " The fullest and best jest book that has yet appeared." — Saturday 
 Review. 
 
 BACON'S ESSAYS AND COLOURS OF GOOD AND EVIL. 
 With Notes and Glossarial Index. By W. Aldis Wright, M.A. 
 
 " The beautiful little edition of Bacon's Essays, now before tis, does 
 credit to the taste and scholarship of Mr. Aldis Wright. . . . It puts the 
 reader in possession of all the essential literary facts and chronology 
 necessary for reading the Essays in connexion with Bacon's life and 
 times. " — S pectator. 
 
 "By far the most complete as well as the most elegant edition we 
 possess." — Westminster Review. 
 
GOLDEN TREASURY SERIES. 43 
 
 THE PILGRIM'S PROGRESS from this World to that which is to 
 come. By John Bunyan. 
 
 '■'A beautiful and scholarly reprint." — Spectator. 
 
 THE SUNDAY BOOK OF POETRY FOR THE YOUNG 
 Selected and arranged by C. F. ALEXANDER. 
 
 ' ' A well-selected volume of Sacred Poetry. " — Spectator. 
 
 A BOOK OF GOLDEN DEEDS of all Times and all Countries. 
 Gathered and narrated anew. By the Author of " The Heir of 
 Redclyffe." 
 
 "... To the young, for liihom it is especially intended., as a most interesting 
 collection of thrilling tales well told; and to their elders, as a useful hand- 
 book of reference, and a pleasant one to take up when their wish is to while 
 away a weary half-hour. We have seen no prettier gift-book for a long 
 time." — Athen^um. 
 
 THE POETICAL WORKS OF ROBERT BURNS. Edited, with 
 Biographical Memoir, Notes, and Glossary, by Alexander 
 Smith. Two Vols. 
 
 "Beyond all question this is the most beautiful edition of Btirns 
 yet out." — Edinburgh Daily Review. 
 
 THE ADVENTURES OF ROBINSON CRUSOE. Edited from 
 the Original Edition by J. W. Clark, M.A., Fellow of Trinity 
 College, Cambridge. 
 
 " Mutilated and modified editions of this English classic are so much 
 the rule, that a cheap and pretty copy of it, rigidly exact to the original, 
 will be a prize to many book-buyers'' — Examiner. 
 
 THE REPUBLIC OF PLATO. Translated into English, with 
 Notes by J. LI. Davies; M. A. and D. J. Vaughan, M.A. 
 
 "A dainty and cheap little edition." — EXAMINER. 
 
44 GENERAL CATALOGUE. 
 
 THE SONG BOOK. Words and Tunes from the best Poets and 
 Musicians. Selected and arranged by John Hullah, Professor 
 of Vocal Music in King's College, London. 
 
 "A choice collection of the sterling songs of England, Scotland, and 
 Ireland, ivith the music of each prefixed to the words. How much true 
 wholesome pleasuse, such a book can dijfuse, and will diffuse, we trust, 
 through many thousand families." — EXAMINER. 
 
 LA LYRE FRANCAISE. Selected and arranged, with Notes, by 
 GusTAVE Masson, French Master in Harrow School. 
 
 A selection of the best French songs and lyrical pieces. 
 
 TOM BROWN'S SCHOOL DAYS. By an Old Boy. 
 
 ' ' A perfect gem of a book. The best and most healthy book about boys 
 for boys that ever was written." — ILLUSTRATED Times. 
 
 A BOOK OF WORTHIES. Gathered from the Old Histories and 
 written anew by the Author of "The Heir of Redclyffe." 
 With Vignette. 
 
 " An admirable edition to an admirable series!' 
 
 Westminster Review. 
 
 LONDON : K. CLAY, SONS, ANU TAYLOR, PRINTERS.