I Understand that the boys mostly arrive at the College about the completion of their 10th year, and leave about the completion of their 17th year, and that the 7 years of the College Course, each including three terms, correspond in normal progress to as many Classes.

I further understand that there will be similarly 7 Classes in the Science Curriculum, but that these will be reckoned apart from the other Classes, and wisely so. A boy, say of 12 or 14, may arrive as ignorant of Science as any can well be who arrive at 10. Consequently though his classical attainments, concurring with his age, may assign him an advanced place in the Classical Department, he will only be lit to be booked for the lowest Class in the Scientific Department. If regardless of this, he were set at advanced portions of Science, without the required training in elementary facts and phraseology, the little knowledge he might acquire with much difficulty, would be hollow, and practically almost valueless.

I am sorry to find that only 4 hours per week are page 19 contemplated for Science, though I am perfectly aware that in an Institution designed to introduce the study of modern Languages, and of the Natural Sciences, without setting aside Classical and still less Mathematical attainments, some reciprocal concessions must necessarily be made. I trust that an extra allowance may be granted for scoring arrears of ignorant boys, and that care will be taken to select competent and energetic Science Masters who understand the art of inspiring interest in what they teach; but at all events 4 hours per week are barely proportionate to the accomplishment of such objects as the following:—lstly, A comprehensive and sound acquaintance with the leading facts and principles of the Bionomic Sciences, and with their applications in Daily Life.—2ndly, The contemporaneous acquisition of certain branches of Scientific Knowledge, which if not indispensable in a utilitarian point of view, are essential in that of Intellectual Culture.—3rdly, A secure foundation for advanced studies, whether theoretical or applied.—4thly, A certain amount of special preparation for distinct scientific pursuits, whether technical or professorial.

I hope that in future years, when the value of a scientific education is better appreciated, a more liberal allowance of teaching time will become customary throughout the country.

A scheme of scientific studies framed to suit the purposes of one Institution, cannot be expected to meet those of another of an entirely different character. Hence it is to me by no means a matter of surprize, that your Professors should have found it impracticable to adhere to the draft with the sight of which you have favored me, and of which a portion is taken almost verbatim from the Syllabus of the Science Examinations at South Kensington. The scheme of scientific instruction of the International College, must of course, before acquiring anything like a permanent and stereo- page 20 typed character, be worked into shape by actual use; but in order to simplify and curtail that process, we must start with as near an approximation to what we are likely to want, as painstaking forethought can produce. We may incorporate in our projected curriculum materials borrowed from others, but only after cautiously scrutinizing and adapting them in detail, never losing sight of a certain chain of purposes which must run as a back bone from end to end.

Distribution of Time and Subjects.

It will be convenient to divide the 7 years' Course of scientific studies into 3 Periods or Grades, respectively comprising 2, 3, and again 2 years. The scholastic year may be assumed to consist of 3 terms of 13 weeks each, making at 4 hours per week, a total of 156 hours of science-teaching in the year.

As a prominent feature of my proposals, I would suggest that in the first two Periods, two Scries or Courses of Class Lessons should progress contemporaneously:—A Bionomic Course, having for its main purpose to supply rules of daily guidance through life, derived from Mechanical and Chemical Physics, Chemistry and Human Physiology; and a Cosmographic Course comprising, chiefly for purposes of intellectual culture, the general aspects and the special physiognomies of the Creation, as embraced by Astronomy, Geology, Physiography and Natural History.—A Course of Bionomy given alone, would include notions of the three Kingdoms of Nature, and especially an acquaintance with Botany and Zoology sufficient for methodizing our knowledge of the resources supplied by the Vegetable and Animal Kingdoms; but in the proposed distribution of school studies, it is decidedly best to allot Natural History to the less overloaded Cosmographic Course, page 21 where with a view to intellectual culture, it can be developed beyond what would be required for Bionomic purposes. The two Courses will be continually exhibiting points of connection, and affording mutual support, and in fact neither could satisfactorily accomplish its purpose without the other.—The one starts from the Atom, the other from the grandest outlines of the Universe; they converge, and will be found to meet at that natural focus of our Studies,—The Human Frame.

In most courses of scientific instruction, it is desirable to go over the ground systematically more than once. In this reduplication, the first period, or Grade, may be likened to a pleasant reconnoitring expedition through an unknown region, with a light foot, but an observing eye, an attentive mind and a retentive memory. In the second Grade, the cursory survey becomes an earnest study, the mental grasp is more comprehensive, and its researches more deeply scrutinising. A third or superior Grade depends on prospective pursuits for the aim and character of its aspirations.—All this peculiarly applies to a seven years' course of College studies, as we shall have occasion to see, by and by, in analysing seriatim the successive scientific Grades corresponding to the above mentioned three Periods. For the present a few cursory remarks will suffice.

Grade 1 of the Bionomic Course.

It has been seen that bionomic studies naturally separate themselves into two parts: an Elementary Division dealing with a selection of scientific facts and principles, and an Applied Division dealing with their applications to the actualities of Daily Life. Now the two Divisions of the 1st Grade will nicely fit into the two years of the 1st Period, each having about 78 hours of study.

Experiments of the most conclusive character have proved that even the children of the Working Classes are capable of imbibing Science, provided it be well selected, and suitably expressed, and there can be no doubt that it is much easier to teach it to the cultured pupils who come to a College. Nevertheless care must still be taken to impress facts by visual demonstration, and to give principles their simplest and clearest expression.

The elementary knowledge gained in the first year would be perfected and strengthened in the second by the useful and entertaining process of applying it in succession to all the most important requirements of Daily Life. Through Physiology, itself based on physical and chemical principles, the pupils would have acquired an insight into the constitution and functions of the human frame, and they would perceive its consequent requirements for development and maintenance, health, and comfort. They would therefore now be able to understand, and follow out consecutively, simple precepts of Hygiene respecting the selection of a site, and the general design of a House, its construction, fittings, and furniture, and the important subjects of Food and Clothing. As they proceed, they would here and there bring into use their physical knowledge, but especially they would find themselves engaged in a succession of interesting yet easy enquiries, which without too much straining their incipient acquaintance with Chemistry, would do much to develop it. The rationale of most of the processes connected with Domestic Economy admits of being briefly expressed in simple terms, but fuller explanations must be deferred for the second Period, together with those Symbols and Equations which so much assist the advanced Student in understanding them, but frighten and disgust the insufficiently qualified beginner.

Grade 1 of the Cosmographic Course.

A brief and simple but impressive account of the Solar System would begin this Course, deeply engraving on the minds of the junior pupils, outlines probably not so entirely new to them as those of Physical Science. Everything should be postponed for a future period that might render these Elements of Astronomy a matter of hard study, or dry calculation. The memory should not be burthened with rows of figures, nor with more Constellations than might serve to give interest to winter evenings; and whilst the celestial mechanism should be made clear, easy, and attractive, by the use of the most effective apparatus and diagrams, care should be taken to preserve in those great revelations of modern Science, that majesty through which they awaken the highest aspirations of religious feeling.

Without going into conflicting cosmogonic theories, one might mark out hypothetically, and for the more convenient classification of existing geological appearances, the several stages of the Earth's History, of which those appearances are the mysterious records. This should be done cursorily, promising to respond in the next Period with a review of fossil remains, to the curiosity which a glance at the wonders of successive epochs is now intended to excite.

Taking next the Earth as at present constituted, one may give the pupils an opportunity of admiring all they can reasonably be expected to understand of the great features and phenomena of Physical Geography, and this may bring them to the conclusion of the 78 Lessons, or thereabouts, allotted to the Cosmographic Course in the first year.

At the opening of the second year of this Course, the pupils, who would have acquired elementary notions of Chemistry in the collateral course of the previous year, page 24 might be told of the three great divisions or Kingdoms of Nature, and of the manner in which the Science long known as Natural History, describes and classifies the objects comprised in these three natural divisions, according to distinctive characters, the detailed study and comparison of which is called Diagnosis.

It is worthy of remark, though scarcely a matter of surprise, that Mineralogy seems to have lost favor as a branch of Natural History, and whilst a very limited number of observers still pursue it per se on crystallo-graphic principles, the most useful Minerals are chiefly studied either chemically or geologically. As an off-set of Mineralogy in this latter direction, Lithology, or the study of ordinary Rocks and Stones, is both easy and interesting, and a review of the most useful ones would suitably occupy a few weeks at the resumption of the Cosmographic Course in the second scholastic year. The rudimentary chemical knowledge which it would involve would as stated above, have been supplied by the Bionomic Course of the preceding year, and in return, the lithological knowledge now acquired would be an accommodation to the Bionomic Teacher, who would find his pupils prepared in time for what be would have to say concerning the various kinds of Building Stone. I mention this as one among the many instances which might be adduced to show how necessary it is, that unity of purpose, and concerted arrangement should prevail throughout the instruction given by different Masters. Sometimes also it might be found necessary to move certain subjects, or portions of subjects, from their natural places, in order to make them coincide with seasons of the year specially favorable to their prosecution.

I will assume Mineralogy, or rather Lithology, Botany, and Zoology to divide between them, according to their respective importance and mutual convenience, the 78 hours of study available for the second year of page 25 the Cosmographic Course. This would be little indeed for a definitive range of instruction, but sufficient under good management, for initiating pursuits to be followed out in the next Period.

The main features of the Botanical Series would be as follows: a. Outlines of Structural Botany, b. Technical language of Diagnosis.^* c. Practice at Diagnosis, either by finding out the names of easy indigenous Plants, under the supervision, and with the occasional assistance of the Teacher, or by carefully collating the various characteristics of fresh or dried specimens, or of reliable leones, with detailed descriptions.—The botanical studies of this first Period would be easy, practical, and entertaining; the more useful aims of this delightful Science would be reserved for the second Period.

Of Zoology not more would be required than might be rendered both easy and entertaining. The great divisions, and the most important of the subdivisions, are founded on characters easily understood and remembered, whilst the abstruse titles used in some departments, as for instance those of the Orders of Fishes, may be altogether avoided with little detriment. The main purpose in view, would be to convey a kind of knowledge which of its nature finds very ready access to the youthful mind, namely the manifold utility, remarkable instincts and habits, and marvellous peculiarities exhibited by the living tribes. Classification would be used to assist, not to tax the memory, and scientific nomenclature would in this department be rendered less prominent than elsewhere, in order to leave freer scope to sentiments of grateful admiration. Whether the Animal Kingdom be reviewed in descending page 26 or ascending progression, Man will be equally the chief structural type and centre of comparison. In both the Courses of which I have been sketching the First Grade, the pupils would be prompted to feel something like a personal interest, seeing as they would, so many rays of scientific light made to converge towards themselves, laden with intellectual and practical benefits. At the same time they would be taught constantly to raise their thoughts towards the Author of all good things, and to prove their grateful appreciation of these manifold gifts, by devoting their improved physical vigour and intellectual abilities, to the pious task of doing good.

Grade 2, or Advanced Bionomic Course.

I am glad to see that the principle of going over the ground repeatedly in an expansive progression, is adopted in your draft, where the words "revision" and "extension" frequently occur. It is particularly in the second Period that this principle would receive its application. The 468 hours of Science teaching which its three years would command, and which I will assume to be again pretty evenly divided between two contemporaneous Courses, would add but few new branches of knowledge to those previously taken up, but these would be so altered as to give them for the second time the attraction of novelty. Many interpolations would be made, a less juvenile tone would prevail, and thanks to the foundation already acquired, a more scientific management of the subjects would be adopted.

Of the three years assigned to the Advanced Bionomic Course, the first will be occupied with Mechanical and Chemical Physics. Whilst time should be saved whenever possible by passing rapidly over easy things which the Pupils may be found to have sufficiently retained, some portions of Mechanical Physics should receive con- page 27 siderable accession; as for instance a fuller account of various methods of the applying and transmitting Power, and of the most useful forms of compound Machinery. Electricity and Magnetism, omitted or very briefly mentioned in the previous Period, would now be duly treated of; the necessity for a certain knowledge of chemical substances and affinities being no longer an impediment The Polarization of Light and Spectrum Analysis, might similarly be introduced, though the fuller development of such high class subjects might be reserved for the third Period.

The Chemistry of the second Period, occupying its 2nd year, though still elementary, and decidedly rather utilitarian than theoretical, would distinguish itself from that of the first Period by two prominent diiferences:—lstly. The Pupils having acquired a certain knowledge of the appearance and properties of the chief Elementary Bodies, and some idea of the regularity of the laws of Synthesis, or in other words, having certain distinct chemical images and positive facts in their minds, will now find it comparatively easy to understand the doctrine of Equivalents, and the use of Symbolic Notations. To explain these according to the newest approved system will be the first duty of the Teacher in beginning this second Chemical Course. He must however not over-rate the ability of his young hearers to take in what is perfectly familiar to himself, nor expect them to feel as much interest in formulas inscribed on a black board, as in experiments.

2ndly. There will not be as before the awkward necessity for either postponing the account of the processes by which the early chemicals are obtained, or naming articles not yet come to.

3rdly. The Teacher will similarly be able to go much more freely into the uses of chemical substances when describing them, and accordingly it is proposed that the applications of Chemistry to Domestic and Industrial page 28 Technology should be largely included. But in order to accomplish this, the fact that Science teaching at School is necessarily confined within narrow limits of time, must never be forgotten, and among the vast multitude of products which claim mention in a complete treatise of Chemistry, only those should occupy the memory of the pupils, which have a practical importance, or serve to illustrate some useful point of theory.

The third year of the second Period will be occupied with Physiology, and with the valuable guidance which that Science, supported by Chemistry and Natural History affords us in the form of Hygiene and Domestic Economy.—Thanks to the now considerably expanded Chemical Knowledge, it would become possible to include the results of the most recent researches as to the functions of the Blood in the production of warmth, in the manifestation of strength, in supplying plastic materials, or in eliminating effete ones from the system.

In most sciences the differences of tuition at different ages, depend almost entirely on the development of the ability to understand. In treating of Physiology, knowledge that might be unquestionably useful, must frequently be postponed from motives of propriety, which require strict attention and judicious management.

[P.S. 1885. I may refer to the "Synopsis" of the proposed development of the Parkes Museum for a care-fully classified enumeration of the subjects comprised in Hygienic Science. Its preparation was courteously entrusted to me, in consequence of the experience I had acquired in forming an educational collection of a similar purpose under the title of the Economic Museum of Twickenham.]

Grade 2, or Advanced Cosmographic Course.

I would propose the division of this Course into 2 sub-series:—A, to include Astronomy, Geology and Physical Geography; B, to include Mineralogy, Botany and Zoology.

Sub-series A.

Astronomy.—The revised study of the Solar System would bring in many problems no longer above the Boys' comprehension, but of which the arithmetical solution might, for the saving of time, be handed over to the Mathematical Department.

Geology, or more properly speaking Geonomy (Account of the Earth or Erdkunde).—The general scientific knowledge acquired by the Pupils being now sufficient for the purpose, the Zoology and Botany of the succesive Geological Epochs, as illustrated by fossil remains, could be brought in, either separately, or intermingled with the account of the respective formations, and of the ascertained or supposed successive mutations in the distribution of Sea and Laud, as well as of the consequent climatological changes of the Earth's surface. Care would be taken, here as elsewhere, not to burthen the memory with names and forms beyond those required for illustrating the most essential types in the great scheme of progressive existences. Special care would also be required in this particular branch of scientific research, not to excite unnecessarily the spirit of scepticism and controversy, which it has often been accused of engendering, and to make Geology, on the contrary, productive of devout astonishment and awe; unfolding as it does the immensities of time, as Astronomy unfolds the immensities of space.

In using the term Geonomy, or Account of the Earth, page 30 my object has been to give the Teacher free scope for showing the close connection between Geology, which describes the changes wrought in the crust of our Globe, and Physical Geography, which whilst it deals with the present condition of things resulting from those changes, also serves in conjunction with its inseparable ally Meteorology, to supply us with a knowledge of the perennial agencies by which they have been effected. Hence the expediency of interweaving these Sciences for mutual explanation and evidential support.

Sub-series B.

Natural History, to include as before, Mineralogy, Botany and Zoology. The mineralogical, or rather lithological knowledge acquired in the first Course, will probably only require cursory revision, but the review should be extended to Mineralogy proper, by including a selection of well-defined Mineral Types, such as the Onyx and the Opal, the Labrador Felspar, the Iceland Spar (double refracting Calcspar), the Tourmaline and Asbestos. Zoology may be rather abridged than extended in the process of revision, excepting the introduction of a few select notions of Comparative Anatomy.—By thus keeping down as much as possible the first and third of the three Kingdoms of Nature, more time will become available for Botany. This Science, besides the indispensable guidance it affords in studying the economic and medical resources of Daily Life, is so valuable a mental recreation for those who are in a position to command time and opportunities for its pursuit, it adds so much to the interest of Travel, and tends so much to promote the love of classification and methodical order at Home, that I would suggest its being considerably developed; the more so as it is, when suitably taught, a com- page 31 paratively light subject, and one which like laboratory practice, if brought in as the last of the obligatory studies of the day, will often spin itself out into spontaneous pursuit.

Period III.

The appropriation of the two last years of scientific studies, will considerably depend on the progress secured in the foregoing ones. It may possibly be found necessary to recapitulate the previous instruction, mixing with it facta and explanations which may have been before omitted as not sufficiently easy; and this together with an extension of laboratory research in Chemistry and Physics, may demand considerable time; more so perhaps as regards the subjects of the Bionomic; than those of the Cosmographic Series. If, however, the pupils should be found to be sufficiently well grounded in both these series of subjects, it may be expedient to devote a considerable part of the third Period to the more advanced pursuits which I have described in a former part of this Memorandum, in speaking of Technical and Professorial Purposes. In this matter one should be guided by the aptitudes and predilections of the students, by their prospects, and in some measure by the capabilities of the scientific staff, and the resources at their command.

I have not yet mentioned Social Science, though it is indicated in your draft. The fact is that both as regards the natural classification of subjects, and also with a view to the more convenient distribution of professorships, Social Science, or rather the Social Sciences, should not be wedged into the closely packed ranks of the Physical Sciences. To explain how a more appropriate place should be provided, must be reserved for some future opportunity, and indeed is scarcely page 32 necessary, for I feel confident from the judicious and conciliatory spirit with which you have overcome the chief obstacles, that you will have no difficulty in so adjusting the various claims of the moral, philological, physical and other departments, as to make them all harmonize for mutual benefit and support.

P.S. Comprehensive indications of the various lines of advanced scientific knowledge required for responsible positions or leading professorships in the industrial world, and towards which collegiate or academic studies might be made to tend, will be found in my volume on "Technical Training" (8vo. 457 pages, Macmillan, 1874). It contains also in Chapter II. a few remarks on Science in Female Education, a subject not touched upon in the present Memorandum owing to its origin in connexion with the Spring Grove College for Boys.