laid away for more recent inventions; these are of historical value. Medicine in the United States has so brief a history that it should not be difficult to represent in this museum its complete development in the instruments and appliances that have come and gone, that have been of great value, but have given place to better inventions as the art has progressed. The late Professor Fenger bequeathed his own instruments to this museum, and it was the wish of this thoughtful man that his gift should be but the foundation for a collection that would show the development of the art he loved and for which he did so much. Rush Medical College has set aside a commodious room in the newly-opened Senn Hall for the permanent use of this museum. Gifts will be inscribed with the name of the donor and any remarks as to their history, original owner, user, etc., that may increase their interest. All other objects that have any interesting relation to the history of medicine or to renowned physicians will be given place, such as original manuscripts, autograph letters, portraits, etc. Information may be had by addressing Rush Medical College, Chicago.

THE Berlin correspondent of the London Times states that the German government intends to have its customs officials instructed not only, as at present, in the superficial knowledge of the products of commerce and industry, but also in chemistry, physics and mechanical technology. It is also regarded as desirable that these officials should be acquainted with the elements of finance, of commercial policy and of commercial geography. At the most important customs offices in every province a laboratory, together with a library of technical books, will be established, where the minor officials will receive technical instruction from the customs officers of higher rank. These higher officials will themselves be trained in a great laboratory and auditorium which it is proposed to build at the chief customs office for foreign goods in Berlin. The teachers in this establishment will in part be professors of the technical colleges and kindred institutions in the German capital.

UNIVERSITY AND EDUCATIONAL NEWS. THE daily papers state that the Lawrence Scientific School of Harvard University will receive a very large sum from the estate of the late Gordon McKay, but there is, as yet, no official confirmation of this report.

By the will of the late Miss Mary T. Ropes, Harvard University will ultimately receive the endowment of a chair of political economy and a scholarship. Money for a chair of modern languages and a scholarship goes to the New Church University, a Swedenborgian institution at Albano, Ohio.

By the will of the late Dr. George Haven, the Harvard Medical School will ultimately receive $25,000 and half the residue of the estate.

MR. J. B. WHITTIER, of Saginaw, has given $4,000 to the University of Michigan for a fellowship in botany.

It is announced that registration statistics for the year at Harvard show a total of 4,291 students in all departments, an increase of 65 over last year. The graduate school shows an increase of 83, while the college and scientific school show decreases of 37 and 19, respectively. The freshman class numbers 673, somewhat less than last year.

THE freshman class at Yale University numbers this year 707, an increase, as compared with last year, of 69 in the Sheffield Scientific School and 39 in the Academic Department.

FIVE Rhodes scholars from South Africa began residence at Oxford at the beginning of the present term. They enter as ordinary undergraduate students, reading for the B.A. degree.

DR. C. K. EDMUNDS, Ph.D. (Johns Hopkins), has been appointed professor of physics and electrical engineering at the Christian College in Macao, China.

AT Trinity College, Cambridge, fellowships have been awarded to Mr. J. E. Wright, senior wrangler, mathematical tripos, 1900, and to Mr. H. A. Webb, bracketed third wrangler, 1902.

efforts in the cause of scientific instruction. I shall not attempt to do more than show that whatever its defect may have been in tact, whatever its shortcomings in method, that department still deserved well of the country for the work that it did in regard to the fostering of scientific instruction in the country at large.

As far back as 1852 the government of the day, influenced very largely by the Prince Consort, realized that it had an educational duty to perform to the industrial classes. Whether it was influenced by philanthropic motives or from the evidence before it that if Great Britain was to maintain its commercial and industrial supremacy scientific instruction was a necessity, it matters little. The fact remains that it determined that the industrial classes should have an opportunity of acquiring that particular kind of knowledge which would be of service to them as craftsmen. In this year 1852 the Speech from the Throne contained these words: "The advancement of fine arts and practical science will be readily recognized by you as worthy of a great and enlightened nation. I have directed that a comprehensive scheme shall be laid before you, having in view the promotion of those objects towards which I invite your aid and cooperation."

It is somewhat remarkable that the then ministry, of which Lord Derby was the chief and Mr. Disraeli the chancellor of the exchequer, did not survive to promulgate the scheme, which proposed theoretical rather than practical science, but that their successors, under Lord Aberdeen, issued it and commenced to carry it into effect. In 1853 the Department of Science and Art was established under the direction of Mr. Cole. Since 1835 socalled schools of design had been in being. These came under the new department, and it was determined to establish science

classes for instruction in science, Dr. Lyon Playfair, the well-known chemist, being charged with the duty. Playfair resigned in 1858, and in 1859 Mr. Cole induced a young engineer officer, Lieut. Donnelly, to undertake the inspection and organization of science instruction throughout the country. It was through this officer's untiring energy and zeal that the classes in science flourished and were added to at this early stage of the new department's history. The same energy was displayed by Donnelly during the whole of his long career in the service of the state, and I feel that it was fortunate for myself to have served so many years as I did under one to whom the country at large owes a deep debt of gratitude.

Not long ago he passed away from us, and there will be no more lasting memorial to him than that which he himself erected during his lifetime in the fostering of that form of education which is of such vital importance to the national well-being.

To revert to history, I may record that the first science examinations conducted by the state took place in May, 1861, and, the system of grants being made on the results of examination having been authorized, the magnificent sum of 1,300l. was spent on this occasion on the instruction of 650 candidates, that number having been examined. Thus early was the system of examination commenced in the department's career, and the method of payments on the results of these examinations stereotyped for many years to come. There is reason to believe that the educational experts of that day considered that both were essential and of educational value, a value which has since been seriously discounted. Employers of labor in this country were not too quick in discerning the advantages that must ultimately ensue from this class of education if properly carried out and encouraged. Theoretically they gave en

couragement, but practically very little, and this survives to some extent even to the present day. Some of the foremost employers, however, gave material encouragement to the formation of classes, insisting on their employees attending evening instruction; but conspicuous above all was Mr. Whitworth, who, in 1868, placed in the hands of the department the sum of 100,0001., to be devoted to the creation of scholarships, which were to be awarded at the annual May examinations. The proviso made by him was that all competitors were to have had experience in practical work in an engineering establishment. Such candidates, it was evident, must have found out their own weakness in education, and, by working in science classes, could make up their deficiencies, and the award of these scholarships would enable them to study further. Sir J. Whitworth was farseeing and almost lived before his age, but the benefits that he has conferred, not only on individuals, but on science and industries, by his generosity will make his name to be remembered for generations to come. To have been a Whitworth scholar gives an entrée into various government and engineering posts, and we have in the front rank of science men who have held these scholarships and whose names stand prominent in the development of engineering.

Incidentally, I may say that no country but this, for very many years, considered that instruction in science for the artisan was a large factor in maintaining and developing industry. The educational interests of the employer and the foreman were, in some countries, well provided for, but the mechanic was merely a hand, and a 'hand' trained in merely practical work he was to remain. He could not aspire to rise beyond. We may congratulate our

selves that such a 'caste' system does not exist amongst ourselves.

For the first twenty-five years of the De

partment of Science and Art the grants given by parliament for science instruction were distributed almost entirely amongst those who were officially supposed to belong to the industrial classes, and no encouragement was offered to any higher

class in the social scale.

It would take me too long to show that at first the industrial classes were very shy of seizing on the advantages offered them. Suffice it to say that they had to be bribed by the offer of prizes and certificates of success to attend instruction, and it was not for several years that the evening classes got acclimatized and became popular.

The evening instruction was then largely attended by adults. That this was the case may be judged by the fact that the average age of candidates who obtained successes in advanced chemistry was about twentyfive and in elementary chemistry about twenty-one. I have alluded to the apathy displayed by employers and by the artisans in the early days of the Department of Science and Art. The causes which dispelled it in both employers and employed, in regard to science instruction, will be found in the following extract from a report by the Department of Science and Art:

The Paris Exhibition (1867) caused the work of this country to be brought into close comparison with that of the rest of the continent, and in many points both of manufacture and of skilled labor it was found that England did not stand in such a good position as she had done a few years back. Dr. Playfair, in a letter to the Times, drew attention to this, attributing much if not all the evil to the deficiency of our technical education among the artisan class. The substance of this letter was taken up by many persons of influence during the autumnal recess, and it led to a sort of educational panic, the cry for technical education becoming quite the absorbing topic among all circles and forming a considerable portion of the contents of all periodicals. Meetings were convened and addresses delivered all over the country, and the question was so much ventilated that im

portant changes were anticipated in the educational arrangements of the country during the coming session of Parliament, which unfortunately were put off on account of the debates on the Reform Bill of 1868.

The agitation necessarily brought forward the work of the Science Division of the Science and Art Department, and it is not a little remarkable how completely the system which had been growing up since 1860 seemed to meet all the requirements of the case, and at the same time how few persons had any idea of its provisions in spite of all that had been done to spread a knowledge of the scheme.

There can be no doubt, however, but that this six years' work had silently, though materially, effected a change in the general tone of feeling on the subject of scientific education, and had been the means of preparing the country for the 1867 agitation. The different feeling among the working-classes on the subject is forcibly shown in the annual report of the Science and Art Department. From this it appears that in 1860 a pupil in one town of the science classes in Manchester, a usually looked upon as in advance of others, could hardly continue his attendance at the class owing to the taunts of, and ill-treatment by, his companions. Nevertheless, in the autumn of this year, 1867, hardly enough could be said or done to satisfy the desire for science classes being formed for those very persons who, but six years before, had considered attendance at a government science school as almost against the rules of their trade.

Such was the account of 1867 given by Mr. G. C. T. Bartley (now Sir G. Bartley, M.P.). The plan adopted by the Science and Art Department for encouraging instruction in science was perhaps the best that could be devised at the time, though we now know that it was capable of improvement. It may be mentioned that an improvement in it was made the next year by the introduction of a very large system of scholarships, scholarships which have enabled the possessors in some instances to continue their studies at universities, and several distinguished men owe their positions to this aid. It was in this same year that Mr. Whitworth established his scholarships, as before described.

I have endeavored to give a brief résumé of what was done during the first fifteen years of the existence of the Science and Art Department, and it continued to expand its operations after 1868 on the same lines for another ten years. In 1876 your president became connected with the department as a science inspector. I am sure the section will forgive me if I am somewhat personal for a few moments. During the previous eight years I had had the honor of being a teacher of some branches of physical science at the School of Military Engineering, and my own training was such that I had formed a very definite opinion as to how science instruction should be imparted, both to those who had a good general education and also to those who had not. The method was the same in both cases: it should be taught practically. I may say that though I had not myself had the advantage of being taught it at school, I had learned all the science I knew practically, and I entered the department fully impressed with this view. Whenever possible I have until the present time endeavored to impress this view on all who were interested in the work of the department. Much of the science that was taught in state-supported classes was largely book work and cram, and the theoretical instruction as a rule was unillustrated by experiment. This was undoubtedly due to the system of payments being based on success at the examinations. I must here say that there were honorable exceptions to this procedure. There were teachers, then as now, who knew the subjects they taught, and who were inspired by a genuine love of their calling. I can in my mind's eye recall many such, some of whom have joined the majority and others who are still at work and as successful now as then in rousing the enthusiasm of their students.

I am not one of those who think, as some