uld do was to intensify and specialise the
instruction in each department.

"Thus literature and philology, represented in the elementary
school by English alone, in the university will extend over the
ancient and modern languages. History, which like charity, best
begins at home, but, like charity, should not end there, will
ramify into anthropology, archaeology, political history, and
geography, with the history of the growth of the human mind and
of its products, in the shape of philosophy, science, and art,
and the university will present to the student libraries, museums
of antiquities, collections of coins, and the like, which will
efficiently subserve these studies. Instruction in the elements
of political economy, a most essential but hitherto sadly
neglected part of elementary education, will develop in the
university into political economy, sociology, and law. Physical
science will have its great divisions, of physical geography,
with geology and astronomy; physics; chemistry and biology;
represented not merely by professors and their lectures, but by
laboratories in which the students, under guidance of
demonstrators, will work out facts for themselves and come into
that direct contact with reality which constitutes the
fundamental distinction of scientific education. Mathematics will
soar into its highest regions; while the high peaks of philosophy
may be scaled by those whose aptitude for abstract thought has
been awakened by elementary logic. Finally, schools of pictorial
and plastic art, of architecture, and of music will offer a
thorough discipline in the principles and practice of art to
those in whom lies nascent the rare faculty of aesthetic
representation, or the still rarer powers of creative genius."

Early in the seventies the problems connected with what is called
technical education became prominent in the minds of the most
far-seeing of this nation. It became plain that England was not
advancing with the same strides as some other nations in arts and
manufactures, and the most obvious difference between England and the
rivals whose advance was causing anxiety lay in her deficiency in
education. Science or knowledge of nature lies at the root of all the
arts and manufactures, and it was our relation to scientific teaching
and research that required investigatio