"But now we are told that it is to be construed as doing precisely that which it refused to do. A 'formulary,' it seems, is a collection of formulas, and formulas are simply propositions of whatever kind touching religious faith. All such propositions, if they cannot be accepted by all Christian denominations, are to be proscribed; and it is added significantly that the Jews also are a denomination, and so that any teaching distinctively Christian is perhaps to be excluded, lest it should interfere with their freedom and rights. Are we then to fall back on the simple reading of the letter of the Bible? No! this, it is granted, would be an 'unworthy pretence.' The teacher is to give 'grammatical, geographical, or historical explanations;' but he is to keep clear of 'theology proper,' because, as Professor Huxley takes great pains to prove, there is no theological teaching which is not opposed by some sect or other, from Roman Catholicism on the one hand to Unitarianism on the other. It was not, perhaps, hard to see that this difficulty would be started; and to those who, like Professor Huxley, look at it theoretically, without much practical experience of schools, it may appear serious or unanswerable. But there is very little in it practically; when it is faced determinately and handled firmly, it will soon shrink into its true dimensions. The class who are least frightened at it are the school-teachers, simply because they know most about it. It is quite clear that the school-managers must be cautioned against allowing their schools to be made places of proselytism: but when this is done, the case is simple enough. Leave the masters under this general understanding to teach freely; if there is ground of complaint, let it be made, but leave the onus pro-bandi on the objectors. For extreme peculiarities of belief or unbelief there is the Conscience Clause; as to the mass of parents, they will be more anxious to have religion taught than afraid of its assuming this or that particular shade. They will trust the school-managers and teachers till they have reason to distrust them, and experience has shown that they may trust them safely enough. Any attempt to throw the burden of making the teaching undenominational upon the managers must be sternly resisted: it is simply evading the intentions of the Act in an elaborate attempt to carry them out. We thank Professor Huxley for the warning. To be forewarned is to be forearmed."

A good deal of light seems to me to be thrown on the practical significance of the opinions expressed in the foregoing extract by the following interesting letter, which appeared in the same paper:—

"Sir,—I venture to send to you the substance of a correspondence with the Education Department upon the question of the lawfulness of religious teaching in rate schools under section 14 (2) of the Act. I asked whether the words 'which is distinctive,' &c., taken grammatically as limiting the prohibition of any religious formulary, might be construed as allowing (subject, however, to the other provisions of the Act) any religious formulary common to any two denominations anywhere in England to be taught in such schools; and if practically the limit could not be so extended, but would have to be fixed according to the special circumstances of each district, then what degree of general acceptance in a district would exempt such a formulary from the prohibition? The answer to this was as follows:—'It was understood, when clause 14 of the Education Act was discussed in the House of Commons, that, according to a well-known rule of interpreting Acts of Parliament, "denomination" must be held to include "denominations." When any dispute is referred to the Education Department under the last paragraph of section 16, it will be dealt with according to the circumstances of the case.'

"Upon my asking further if I might hence infer that the lawfulness of teaching any religious formulary in a rate school would thus depend exclusively on local circumstances, and would accordingly be so decided by the Education Department in case of dispute, I was informed in explanation that 'their lordships'' letter was intended to convey to me that no general rule, beyond that stated in the first paragraph of their letter, could at present be laid down by them; and that their decision in each particular case must depend on the special circumstances accompanying it.

"I think it would appear from this that it may yet be in many cases both lawful and expedient to teach religious formularies in rate schools.

"H.I. Steyning, November 5, 1870."

Of course I do not mean to suggest that the editor of the Guardian is bound by the opinions of his correspondent; but I cannot help thinking that I do not misrepresent him, when I say that he also thinks "that it may yet be, in many cases, both lawful and expedient to teach religious formularies in rate schools under these circumstances."

It is not uncharitable, therefore, to assume that, the express words of the Act of Parliament notwithstanding, all the sectaries who are toiling so hard for seats in the London School Board have the lively hope of the gentleman from Steyning, that it may be "both lawful and expedient to teach religious formularies in rate schools;" and that they mean to do their utmost to bring this happy consummation about.[1]

[Footnote 1: A passage in an article on the "Working of the Education Act," in the Saturday Review for Nov. 19, 1870, completely justifies this anticipation of the line of action which the sectaries mean to take. After commending the Liverpool compromise, the writer goes on to say:—

"If this plan is fairly adopted in Liverpool, the fourteenth clause of the Act will in effect be restored to its original form, and the majority of the ratepayers in each district be permitted to decide to what denomination the school shall belong."

In a previous paragraph the writer speaks of a possible "mistrust" of one another by the members of the Board, and seems to anticipate "accusations of dishonesty." If any of the members of the Board adopt his views, I think it highly probable that he may turn out to be a true prophet.]

Now the pathetic emotion to which I have referred, as accompanying my contemplations of the violent struggles of so many excellent persons, is caused by the circumstance that, so far as I can judge, their labour is in vain.

Supposing that the London School Board contains, as it probably will do, a majority of sectaries; and that they carry over the heads of a minority, a resolution that certain theological formulas, about which they all happen to agree,—say, for example, the doctrine of the Trinity,—shall be taught in the schools. Do they fondly imagine that the minority will not at once dispute their interpretation of the Act, and appeal to the Education Department to settle that dispute? And if so, do they suppose that any Minister of Education, who wants to keep his place, will tighten boundaries which the Legislature has left loose; and will give a "final decision" which shall be offensive to every Unitarian and to every Jew in the House of Commons, besides creating a precedent which will afterwards be used to the injury of every Nonconformist? The editor of the Guardian tells his friends sternly to resist every attempt to throw the burden of making the teaching undenominational on the managers, and thanks me for the warning I have given him. I return the thanks, with interest, for his warning, as to the course the party he represents intends to pursue, and for enabling me thus to draw public attention to a perfectly constitutional and effectual mode of checkmating them.

And, in truth, it is wonderful to note the surprising entanglement into which our able editor gets himself in the struggle between his native honesty and judgment and the necessities of his party. "We could not see," says he, "in the face of this clause how a distinct denominational tone could be honestly given to schools nominally general." There speaks the honest and clearheaded man. "Any attempt to throw the burden of making the teaching undenominational must be sternly resisted." There speaks the advocate holding a brief for his party. "Verily," as Trinculo says, "the monster hath two mouths:" the one, the forward mouth, tells us very justly that the teaching cannot "honestly" be "distinctly denominational;" but the other, the backward mouth, asserts that it must by no manner of means be "undenominational." Putting the two utterances together, I can only interpret them to mean that the teaching is to be "indistinctly denominational." If the editor of the Guardian had not shown signs of anger at my use of the term "theological fog," I should have been tempted to suppose it must have been what he had in his mind, under the name of "indistinct denominationalism." But this reading being plainly inadmissible, I can only imagine that he inculcates the teaching of formulas common to a number of denominations.

But the Education Department has already told the gentleman from Steyning that any such proceeding will be illegal. "According to a well-known rule of interpreting Acts of Parliament, 'denomination' would be held to include 'denominations.'" In other words, we must read the Act thus:—

"No religious catechism or religious formulary which is distinctive of any particular denominations shall be taught."

Thus we are really very much indebted to the editor of the Guardian and his correspondent. The one has shown us that the sectaries mean to try to get as much denominational teaching as they can agree upon among themselves, forced into the elementary schools; while the other has obtained a formal declaration from the Education Department that any such attempt will contravene the Act of Parliament, and that, therefore, the unsectarian, law-abiding members of the School Boards may safely reckon upon, bringing down upon their opponents the heavy hand of the Minister of Education.[1]

[Footnote 1: Since this paragraph was written, Mr. Forster, in speaking at the Birkbeck Institution, has removed all doubt as to what his "final decision" will be in the case of such disputes being referred to him:—"I have the fullest confidence that in the reading and explaining of the Bible, what the children will be taught will be the great truths of Christian life and conduct, which all of us desire they should know, and that no effort will be made to cram into their poor little minds, theological dogmas which their tender age prevents them from understanding."]

So much for the powers of the School Boards. Limited as they seem to be, it by no means follows that such Boards, if they are composed of intelligent and practical men, really more in earnest about education than about sectarian squabbles, may not exert a very great amount of influence. And, from many circumstances, this is especially likely to be the case with the London School Board, which, if it conducts itself wisely, may become a true educational parliament, as subordinate in authority to the Minister of Education, theoretically, as the Legislature is to the Crown, and yet, like the Legislature, possessed of great practical authority. And I suppose that no Minister of Education would be other than glad to have the aid of the deliberations of such a body, or fail to pay careful attention to its recommendations.

What, then, ought to be the nature and scope of the education which a School Board should endeavour to give to every child under its influence, and for which it should try to obtain the aid of the Parliamentary grants? In my judgment it should include at least the following kinds of instruction and of discipline:—

1. Physical training and drill, as part of the regular business of the school.

It is impossible to insist too much on the importance of this part of education for the children of the poor of great towns. All the conditions of their lives are unfavourable to their physical well-being. They are badly lodged, badly housed, badly fed, and live from one year's end to another in bad air, without chance of a change. They have no play-grounds; they amuse themselves with marbles and chuck-farthing, instead of cricket or hare-and-hounds; and if it were not for the wonderful instinct which leads all poor children of tender years to run under the feet of cab-horses whenever they can, I know not how they would learn to use their limbs with agility.

Now there is no real difficulty about teaching drill and the simpler kinds of gymnastics. It is done admirably well, for example, in the North Surrey Union schools; and a year or two ago, when I had an opportunity of inspecting these schools, I was greatly struck with the effect of such training upon the poor little waifs and strays of humanity, mostly picked out of the gutter, who are being made into cleanly, healthy, and useful members of society in that excellent institution.

Whatever doubts people may entertain about the efficacy of natural selection, there can be none about artificial selection; and the breeder who should attempt to make, or keep up, a fine stock of pigs, or sheep, under the conditions to which the children of the poor are exposed, would be the laughing-stock even of the bucolic mind. Parliament has already done something in this direction, by declining to be an accomplice in the asphyxiation of school children. It refuses to make any grant to a school in which the cubical contents of the school-room are inadequate to allow of proper respiration. I should like to see it make another step in the same direction, and either refuse to give a grant to a school in which physical training is not a part of the programme, or, at any rate, offer to pay upon such training. If something of the kind is not done, the English physique, which has been, and is still, on the whole, a grand one, will become as extinct as the dodo, in the great towns.

And then the moral and intellectual effect of drill, as an introduction to, and aid of, all other sorts of training, must not be overlooked. If you want to break in a colt, surely the first thing to do is to catch him and get him quietly to face his trainer; to know his voice and bear his hand; to learn that colts have something else to do with their heels than to kick them up whenever they feel so inclined; and to discover that the dreadful human figure has no desire to devour, or even to beat him, but that, in case of attention and obedience, he may hope for patting and even a sieve of oats.

But, your "street Arabs," and other neglected poor children, are rather worse and wilder than colts; for the reason that the horse-colt has only his animal instincts in him, and his mother, the mare, has been always tender over him, and never came home drunk and kicked him in her life; while the man-colt is inspired by that very real devil, perverted manhood, and his mother may have done all that and more. So, on the whole, it may probably be even more expedient to begin your attempt to get at the higher nature of the child, than at that of the colt, from the physical side.

2. Next in order to physical training I put the instruction of children, and especially of girls, in the elements of household work and of domestic economy; in the first place for their own sakes, and in the second for that of their future employers.

Everyone who knows anything of the life of the English poor is aware of the misery and waste caused by their want of knowledge of domestic economy, and by their lack of habits of frugality and method. I suppose it is no exaggeration to say that a poor Frenchwoman would make the money which the wife of a poor Englishman spends in food go twice as far, and at the same time turn out twice as palatable a dinner. Why Englishmen, who are so notoriously fond of good living, should be so helplessly incompetent in the art of cookery, is one of the great mysteries of nature; but from the varied abominations of the railway refreshment-rooms to the monotonous dinners of the poor, English feeding is either wasteful or nasty, or both.

And as to domestic service, the groans of the housewives of England ascend to heaven! In five cases out of six, the girl who takes a "place" has to be trained by her mistress in the first rudiments of decency and order; and it is a mercy if she does not turn up her nose at anything like the mention of an honest and proper economy. Thousands of young girls are said to starve, or worse, yearly in London; and at the same time thousands of mistresses of households are ready to pay high wages for a decent housemaid, or cook, or a fair workwoman; and can by no means get what they want.

Surely, if the elementary schools are worth anything, they may put an end to a state of things which is demoralizing the poor, while it is wasting the lives of those better off in small worries and annoyances.

3. But the boys and girls for whose education the School Boards have to provide, have not merely to discharge domestic duties, but each of them is a member of a social and political organization of great complexity, and has, in future life, to fit himself into that organization, or be crushed by it. To this end it is surely needful, not only that they should be made acquainted with the elementary laws of conduct, but that their affections should be trained, so as to love with all their hearts that conduct which tends to the attainment of the highest good for themselves and their fellow-men, and to hate with all their hearts that opposite course of action which is fraught with evil.

So far as the laws of conduct are determined by the intellect, I apprehend that they belong to science, and to that part of science which is called morality. But the engagement of the affections in favour of that particular kind of conduct which we call good, seems to me to be something quite beyond mere science. And I cannot but think that it, together with the awe and reverence, which have no kinship with base fear, but arise whenever one tries to pierce below the surface of things, whether they be material or spiritual, constitutes all that has any unchangeable reality in religion.

And just as I think it would, be a mistake to confound the science, morality, with the affection, religion; so do I conceive it to be a most lamentable and mischievous error, that the science, theology, is so confounded in the minds of many—indeed, I might say, of the majority of men.

I do not express any opinion as to whether theology is a true science, or whether it does not come under the apostolic definition of "science falsely so called;" though I may be permitted to express the belief that if the Apostle to whom that much misapplied phrase is due could make the acquaintance of much of modern theology, he would not hesitate a moment in declaring that it is exactly what he meant the words to denote.

But it is at any rate conceivable, that the nature of the Deity, and His relations to the universe, and more especially to mankind, are capable of being ascertained, either inductively or deductively, or by both processes. And, if they have been ascertained, then a body of science has been formed which is very properly called theology.

Further, there can be no doubt that affection for the Being thus defined and described by theologic science would be properly termed religion; but it would not be the whole of religion. The affection for the ethical ideal defined by moral science would claim equal if not superior rights. For suppose theology established the existence of an evil deity—and some theologies, even Christian ones, have come very near this,—is the religious affection to be transferred from the ethical ideal to any such omnipotent demon? I trow not. Better a thousand times that the human race should perish under his thunderbolts than it should say, "Evil, be thou my good."

There is nothing new, that I know of, in this statement of the relations of religion with the science of morality on the one hand and that of theology on the other. But I believe it to be altogether true, and very needful, at this time, to be clearly and emphatically recognized as such, by those who have to deal with the education question.

We are divided into two parties—the advocates of so-called "religious" teaching on the one hand, and those of so-called "secular" teaching on the other. And both parties seem to me to be not only hopelessly wrong, but in such a position that if either succeeded completely, it would discover, before many years were over, that it had made a great mistake and done serious evil to the cause of education.

For, leaving aside the more far-seeing minority on each side, what the "religious" party is crying for is mere theology, under the name of religion; while the "secularists" have unwisely and wrongfully admitted the assumption of their opponents, and demand the abolition of all "religious" teaching, when they only want to be free of theology—Burning your ship to get rid of the cockroaches!

But my belief is, that no human being, and no society composed of human beings, ever did, or ever will, come to much, unless their conduct was governed and guided by the love of some ethical ideal. Undoubtedly, your gutter child may be converted by mere intellectual drill into "the subtlest of all the beasts of the field;" but we know what has become of the original of that description, and there is no need to increase the number of those who imitate him successfully without being aided by the rates. And if I were compelled to choose for one of my own children, between a school in which real religious instruction is given, and one without it, I should prefer the former, even though the child might have to take a good deal of theology with it. Nine-tenths of a dose of bark is mere half-rotten wood; but one swallows it for the sake of the particles of quinine, the beneficial effect of which may be weakened, but is not destroyed, by the wooden dilution, unless in a few cases of exceptionally tender stomachs.

Hence, when the great mass of the English people declare that they want to have the children in the elementary schools taught the Bible, and when it is plain from the terms of the Act, the debates in and out of Parliament, and especially the emphatic declarations of the Vice-President of the Council, that it was intended that such Bible-reading should be permitted, unless good cause for prohibiting it could be shown, I do not see what reason there is for opposing that wish. Certainly, I, individually, could with no shadow of consistency oppose the teaching of the children of other people to do that which my own children are taught to do. And, even if the reading the Bible were not, as I think it is, consonant with political reason and justice, and with a desire to act in the spirit of the education measure, I am disposed to think it might still be well to read that book in the elementary schools.

I have always been strongly in favour of secular education, in the sense of education without theology; but I must confess I have been no less seriously perplexed to know by what practical measures the religious feeling, which is the essential basis of conduct, was to be kept up, in the present utterly chaotic state of opinion on these matters, without the use of the Bible. The Pagan moralists lack life and colour, and even the noble Stoic, Marcus Antoninus, is too high and refined for an ordinary child. Take the Bible as a whole; make the severest deductions which fair criticism can dictate for shortcomings and positive errors; eliminate, as a sensible lay-teacher would do, if left to himself, all that it is not desirable for children to occupy themselves with; and there still remains in this old literature a vast residuum of moral beauty and grandeur. And then consider the great historical fact that, for three centuries, this book has been woven into the life of all that is best and noblest in English history; that it has become the national epic of Britain, and is as familiar to noble and simple, from John-o'-Groat's House to Land's End, as Dante and Tasso once were to the Italians; that it is written in the noblest and purest English, and abounds in exquisite beauties of mere literary form; and, finally, that it forbids the veriest hind who never left his village to be ignorant of the existence of other countries and other civilizations, and of a great past, stretching back to the furthest limits of the oldest nations in the world. By the study of what other book could children be so much humanized and made to feel that each figure in that vast historical procession fills, like themselves, but a momentary space in the interval between two eternities; and earns the blessings or the curses of all time, according to its effort to do good and hate evil, even as they also are earning their payment for their work?

On the whole, then, I am in favour of reading the Bible, with such grammatical, geographical, and historical explanations by a lay-teacher as may be needful, with rigid exclusion of any further theological teaching than that contained in the Bible itself. And in stating what this is, the teacher would do well not to go beyond the precise words of the Bible; for if he does, he will, in the first place, undertake a task beyond his strength, seeing that all the Jewish and Christian sects have been at work upon that subject for more than two thousand years, and have not yet arrived, and are not in the least likely to arrive, at an agreement; and, in the second place, he will certainly begin to teach something distinctively denominational, and thereby come into violent collision with the Act of Parliament.

4. The intellectual training to be given in the elementary schools must of course, in the first place, consist in learning to use the means of acquiring knowledge, or reading, writing, and arithmetic; and it will be a great matter to teach reading so completely that the act shall have become easy and pleasant. If reading remains "hard," that accomplishment will not be much resorted to for instruction, and still less for amusement—which last is one of its most valuable uses to hard-worked people.

But along with a due proficiency in the use of the means of learning, a certain amount of knowledge, of intellectual discipline, and of artistic training should be conveyed in the elementary schools; and in this direction—for reasons which I am afraid to repeat, having urged them so often—I can conceive no subject-matter of education so appropriate and so important as the rudiments of physical science, with drawing, modelling, and singing. Not only would such teaching afford the best possible preparation for the technical schools about which so much is now said, but the organization for carrying it into effect already exists. The Science and Art Department, the operations of which have already attained considerable magnitude, not only offers to examine and pay the results of such examination in elementary science and art, but it provides what is still more important, viz. a means of giving children of high natural ability, who are just as abundant among the poor as among the rich, a helping hand. A good old proverb tells us that "One should not take a razor to cut a block:" the razor is soon spoiled, and the block is not so well cut as it would be with a hatchet. But it is worse economy to prevent a possible Watt from being anything but a stoker, or to give a possible Faraday no chance of doing anything but to bind books. Indeed, the loss in such cases of mistaken vocation has no measure; it is absolutely infinite and irreparable. And among the arguments in favour of the interference of the State in education, none seems to be stronger than this—that it is the interest of every one that ability should be neither wasted, nor misapplied, by any one; and, therefore, that every one's representative, the State, is necessarily fulfilling the wishes of its constituents when it is helping the capacities to reach their proper places.

It may be said that the scheme of education here sketched is too large to be effected in the time during which the children will remain at school; and, secondly, that even if this objection did not exist, it would cost too much.

I attach no importance whatever to the first objection until the experiment has been fairly tried. Considering how much catechism, lists of the kings of Israel, geography of Palestine, and the like, children are made to swallow now, I cannot believe there will be any difficulty in inducing them to go through the physical training, which is more than half play; or the instruction in household work, or in those duties to one another and to themselves, which have a daily and hourly practical interest. That children take kindly to elementary science and art no one can doubt who has tried the experiment properly. And if Bible-reading is not accompanied by constraint and solemnity, as if it were a sacramental operation, I do not believe there is anything in which children take more pleasure. At least I know that some of the pleasantest recollections of my childhood are connected with the voluntary study of an ancient Bible which belonged to my grandmother. There were splendid pictures in it, to be sure; but I recollect little or nothing about them save a portrait of the high priest in his vestments. What come vividly back on my mind are remembrances of my delight in the histories of Joseph and of David; and of my keen appreciation of the chivalrous kindness of Abraham in his dealings with Lot. Like a sudden flash there returns back upon me, my utter scorn of the pettifogging meanness of Jacob, and my sympathetic grief over the heartbreaking lamentation of the cheated Esau, "Hast thou not a blessing for me also, O my father?" And I see, as in a cloud, pictures of the grand phantasmagoria of the Book of Revelation.

I enumerate, as they issue, the childish impressions which come crowding out of the pigeon-holes in my brain, in which they have lain almost undisturbed for forty years. I prize them as an evidence that a child of five or six years old, left to his own devices, may be deeply interested in the Bible, and draw sound moral sustenance from it. And I rejoice that I was left to deal with the Bible alone; for if I had had some theological "explainer" at my side, he might have tried, as such do, to lessen my indignation against Jacob, and thereby have warped my moral sense for ever; while the great apocalyptic spectacle of the ultimate triumph of right and justice might have been turned to the base purposes of a pious lampooner of the Papacy.

And as to the second objection—costliness—the reply is, first, that the rate and the Parliamentary grant together ought to be enough, considering that science and art teaching is already provided for; and, secondly, that if they are not, it may be well for the educational parliament to consider what has become of those endowments which were originally intended to be devoted, more or less largely, to the education of the poor.

When the monasteries were spoiled, some of their endowments were applied to the foundation of cathedrals; and in all such cases it was ordered that a certain portion of the endowment should be applied to the purposes of education. How much is so applied? Is that which may be so applied given to help the poor, who cannot pay for education, or does it virtually subsidize the comparatively rich, who can? How are Christ's Hospital and Alleyn's foundation securing their right purposes, or how far are they perverted into contrivances for affording relief to the classes who can afford to pay for education? How—But this paper is already too long, and, if I begin, I may find it hard to stop asking questions of this kind, which after all are worthy only of the lowest of Radicals.



III.

ON MEDICAL EDUCATION.

(AN ADDRESS TO THE STUDENTS OF THE FACULTY OF MEDICINE IN UNIVERSITY COLLEGE, LONDON, MAY 18, 1870, ON THE OCCASION OF THE DISTRIBUTION OF PRIZES FOR THE SESSION.)

It has given me sincere pleasure to be here to-day, at the desire of your highly respected President and the Council of the College. In looking back upon my own past, I am sorry to say that I have found that it is a quarter of a century since I took part in those hopes and in those fears by which you have all recently been agitated, and which now are at an end. But, although so long a time has elapsed since I was moved by the same feelings, I beg leave to assure you that my sympathy with both victors and vanquished remains fresh—so fresh, indeed, that I could almost try to persuade myself that, after all, it cannot be so very long ago. My business during the last hour, however, has been to show that sympathy with one side only, and I assure you I have done my best to play my part heartily, and to rejoice in the success of those who have succeeded. Still, I should like to remind you at the end of it all, that success on an occasion of this kind, valuable and important as it is, is in reality only putting the foot upon one rung of the ladder which leads upwards; and that the rung of a ladder was never meant to rest upon, but only to hold a man's foot long enough to enable him to put the other somewhat higher. I trust that you will all regard these successes as simply reminders that your next business is, having enjoyed the success of the day, no longer to look at that success, but to look forward to the next difficulty that is to be conquered. And now, having had so much to say to the successful candidates, you must forgive me if I add that a sort of undercurrent of sympathy has been going on in my mind all the time for those who have not been successful, for those valiant knights who have been overthrown in your tourney, and have not made their appearance in public. I trust that, in accordance with old custom, they, wounded and bleeding, have been carried off to their tents, to be carefully tended by the fairest of maidens; and in these days, when the chances are that every one of such maidens will be a qualified practitioner, I have no doubt that all the splinters will have been carefully extracted, and that they are now physically healed. But there may remain some little fragment of moral or intellectual discouragement, and therefore I will take the liberty to remark that your chairman to-day, if he occupied his proper place, would be among them. Your chairman, in virtue of his position, and for the brief hour that he occupies that position, is a person of importance; and it may be some consolation to those who have failed if I say, that the quarter of a century which I have been speaking of, takes me back to the time when I was up at the University of London, a candidate for honours in anatomy and physiology, and when I was exceedingly well beaten by my excellent friend Dr. Ransom, of Nottingham. There is a person here who recollects that circumstance very well. I refer to your venerated teacher and mine, Dr. Sharpey. He was at that time one of the examiners in anatomy and physiology, and you may be quite sure that, as he was one of the examiners, there remained not the smallest doubt in my mind of the propriety of his judgment, and I accepted my defeat with the most comfortable assurance that I had thoroughly well earned it. But, gentlemen, the competitor having been a worthy one, and the examination, a fair one, I cannot say that I found in that circumstance anything very discouraging. I said to myself, "Never mind; what's the next thing to be done?" And I found that policy of "never minding" and going on to the next thing to be done, to be the most important of all policies in the conduct of practical life. It does not matter how many tumbles you have in this life, so long as you do not get dirty when you tumble; it is only the people who have to stop to be washed and made clean, who must necessarily lose the race. And I can assure you that there is the greatest practical benefit in making a few failures early in life. You learn that which is of inestimable importance—that there are a great many people in the world who are just as clever as you are. You learn to put your trust, by and by, in an economy and frugality of the exercise of your powers, both moral and intellectual; and you very soon find out, if you have not found it out before, that patience and tenacity of purpose are worth more than twice their weight of cleverness. In fact, if I were to go on discoursing on this subject, I should become almost eloquent in praise of non-success; but, lest so doing should seem, in any way, to wither well-earned laurels, I will turn from that topic, and ask you to accompany me in some considerations touching another subject which has a very profound interest for me, and which I think ought to have an equally profound interest for you.

I presume that the great majority of those whom I address propose to devote themselves to the profession of medicine; and I do not doubt, from the evidences of ability which have been given to-day, that I have before me a number of men who will rise to eminence in that profession, and who will exert a great and deserved influence upon its future. That in which I am interested, and about which I wish to speak, is the subject of medical education, and I venture to speak about it for the purpose, if I can, of influencing you, who may have the power of influencing the medical education of the future. You may ask, by what authority do I venture, being a person not concerned in the practice of medicine, to meddle with that subject? I can only tell you it is a fact, of which a number of you I dare say are aware by experience (and I trust the experience has no painful associations), that I have been for a considerable number of years (twelve or thirteen years to the best of my recollection) one of the examiners in the University of London. You are further aware that the men who come up to the University of London are the picked men of the medical schools of London, and therefore such observations as I may have to make upon the state of knowledge of these gentlemen, if they be justified, in regard to any faults I may have to find, cannot be held to indicate defects in the capacity, or in the power of application of those gentlemen, but must be laid, more or less, to the account of the prevalent system of medical education. I will tell you what has struck me—but in speaking in this frank way, as one always does about the defects of one's friends, I must beg you to disabuse your minds of the notion that I am alluding to any particular school, or to any particular college, or to any particular person; and to believe that if I am silent when I should be glad to speak with high praise, it is because that praise would come too close to this locality. What has struck me, then, in this long experience of the men best instructed in physiology from the medical schools of London, is (with the many and brilliant exceptions to which I have referred), taking it as a whole, and broadly, the singular unreality of their knowledge of physiology. Now, I use that word "unreality" advisedly: I do not say "scanty;" on the contrary, there is plenty of it—a great deal too much of it—but it is the quality, the nature of the knowledge, which I quarrel with. I know I used to have—I don't know whether I have now, but I had once upon a time—a bad reputation among students for setting up a very high standard of acquirement, and I dare say you may think that the standard of this old examiner, who happily is now very nearly an extinct examiner, has been pitched too high. Nothing of the kind, I assure you. The defects I have noticed, and the faults I have to find, arise entirely from the circumstance that my standard is pitched too low. This is no paradox, gentlemen, but quite simply the fact. The knowledge I have looked for was a real, precise, thorough, and practical knowledge of fundamentals; whereas that which the best of the candidates, in a large proportion of cases, have had to give me was a large, extensive, and inaccurate knowledge of superstructure; and that is what I mean by saying that my demands went too low, and not too high. What I have had to complain of is, that a large proportion of the gentlemen who come up for physiology to the University of London do not know it as they know their anatomy, and have not been taught it as they have been taught their anatomy. Now, I should not wonder at all if I heard a great many "No, noes" here; but I am not talking about University College; as I have told you before, I am talking about the average education of medical schools. What I have found, and found so much reason to lament, is, that while anatomy has been taught as a science ought to be taught, as a matter of autopsy, and observation, and strict discipline; in a very large number of cases, physiology has been taught as if it were a mere matter of books and of hearsay. I declare to you, gentlemen, that I have often expected to be told, when I have been asked a question about the circulation of the blood, that Professor Breitkopf is of opinion that it circulates, but that the whole thing is an open question. I assure you that I am hardly exaggerating the state of mind on matters of fundamental importance which I have found over and over again to obtain, among gentlemen coming up to that picked examination of the University of London. Now, I do not think that is a desirable state of things. I cannot understand why physiology should not be taught—in fact, you have here abundant evidence that it can be taught—with the same definiteness and the same precision as anatomy is taught. And you may depend upon this, that the only physiology which is to be of any good whatever in medical practice, or in its application to the study of medicine, is that physiology which a man knows of his own knowledge; just as the only anatomy which would be of any good to the surgeon is the anatomy which he knows of his own knowledge. Another peculiarity I have found in the physiology which has been current, and that is, that in the minds of a great many gentlemen it has been supplanted by histology. They have learnt a great deal of histology, and they have fancied that histology and physiology are the same things. I have asked for some knowledge of the physics and the mechanics and the chemistry of the human body, and I have been met by talk about cells. I declare to you I believe it will take me two years, at least, of absolute rest from the business of an examiner to hear the word "cell," "germinal matter," or "carmine," without a sort of inward shudder.

Well, now, gentlemen, I am sure my colleagues in this examination will bear me out in saying that I have not been exaggerating the evils and defects which are current—have been current—in a large quantity of the physiological teaching, the results of which come before examiners. And it becomes a very interesting question to know how all this comes about, and in what way it can be remedied. How it comes about will be perfectly obvious to any one who has considered the growth of medicine. I suppose that medicine and surgery first began by some savage, more intelligent than the rest, discovering that a certain herb was good for a certain pain, and that a certain pull, somehow or other, set a dislocated joint right. I suppose all things had their humble beginnings, and medicine and surgery were in the same condition. People who wear watches know nothing about watchmaking. A watch goes wrong and it stops; you see the owner giving it a shake, or, if he is very bold, he opens the case, and gives the balance-wheel a turn. Gentlemen, that is empirical practice, and you know what are the results upon the watch. I should think you can divine what are the results of analogous operations upon the human body. And because men of sense very soon found that such were the effects of meddling with very complicated machinery they did not understand, I suppose the first thing, as being the easiest, was to study the nature of the works of the human watch, and the next thing was to study the way the parts worked together, and the way the watch worked. Thus, by degrees, we have had growing up our body of anatomists, or knowers of the construction of the human watch, and our physiologists, who know how the machine works. And just as any sensible man, who has a valuable watch, does not meddle with it himself, but goes to some one who has studied watchmaking, and understands what the effect of doing this or that may be; so, I suppose, the man who, having charge of that valuable machine, his own body, wants to have it kept in good order, comes to a professor of the medical art for the purpose of having it set right, believing that, by deduction from the facts of structure and from the facts of function, the physician will divine what may be the matter with his bodily watch at that particular time, and what may be the best means of setting it right. If that may be taken as a just representation of the relation of the theoretical branches of medicine—what we may call the institutes of medicine, to use an old term—to the practical branches, I think it will be obvious to you that they are of prime and fundamental importance. Whatever tends to affect the teaching of them injuriously must tend to destroy and to disorganize the whole fabric of the medical art. I think every sensible man has seen this long ago; but the difficulties in the way of attaining good teaching in the different branches of the theory, or institutes, of medicine are very serious. It is a comparatively easy matter—pray mark that I use the word "comparatively"—it is a comparatively easy matter to learn anatomy and to teach it; it is a very difficult matter to learn physiology and to teach it. It is a very difficult matter to know and to teach those branches of physics and those branches of chemistry which bear directly upon physiology; and hence it is that, as a matter of fact, the teaching of physiology, and the teaching of the physics and the chemistry which bear upon it, must necessarily be in a state of relative imperfection; and there is nothing to be grumbled at in the fact that this relative imperfection exists. But is the relative imperfection which exists only such as is necessary, or is it made worse by our practical arrangements? I believe—and if I did not so believe I should not have troubled you with these observations—I believe it is made infinitely worse by our practical arrangements, or rather, I ought to say, our very unpractical arrangements. Some very wise man long ago affirmed that every question, in the long run, was a question of finance; and there is a good deal to be said for that view. Most assuredly the question of medical teaching is, in a very large and broad sense, a question of finance. What I mean is this: that in London the arrangements of the medical schools, and the number of them, are such as to render it almost impossible that men who confine themselves to the teaching of the theoretical branches of the profession should be able to make their bread by that operation; and, you know, if a man cannot make his bread, he cannot teach—at least his teaching comes to a speedy end. That is a matter of physiology. Anatomy is fairly well taught, because it lies in the direction of practice, and a man is all the better surgeon for being a good anatomist. It does not absolutely interfere with the pursuits of a practical surgeon if he should hold a Chair of Anatomy—though I do not for one moment say that he would not be a better teacher if he did not devote himself to practice. (Applause.) Yes, I know exactly what that cheer means, but I am keeping as carefully as possible from any sort of allusion to Professor Ellis. But the fact is, that even human anatomy has now grown to be so large a matter, that it takes the whole devotion of a man's life to put the great mass of knowledge upon that subject into such a shape that it can be teachable to the mind of the ordinary student. What the student wants in a professor is a man who shall stand between him and the infinite diversity and variety of human knowledge, and who shall gather all that together, and extract from it that which is capable of being assimilated by the mind. That function is a vast and an important one, and unless, in such subjects as anatomy, a man is wholly free from other cares, it is almost impossible that he can perform it thoroughly and well. But if it be hardly possible for a man to pursue anatomy without actually breaking with his profession, how is it possible for him to pursue physiology?

I get every year those very elaborate reports of Henle and Meissner—volumes of, I suppose, 400 pages altogether—and they consist merely of abstracts of the memoirs and works which have been written on Anatomy and Physiology—only abstracts of them! How is a man to keep up his acquaintance with all that is doing in the physiological world—in a world advancing with enormous strides every day and every hour—if he has to be distracted with the cares of practice? You know very well it must be impracticable to do so. Our men of ability join our medical schools with an eye to the future. They take the Chairs of Anatomy or of Physiology; and by and by they leave those Chairs for the more profitable pursuits into which they have drifted by professional success, and so they become clothed, and physiology is bare. The result is, that in those schools in which physiology is thus left to the benevolence, so to speak, of those who have no time to look to it, the effect of such teaching comes out obviously, and is made manifest in what I spoke of just now—the unreality, the bookishness of the knowledge of the taught. And if this is the case in physiology, still more must it be the case in those branches of physics which are the foundation of physiology; although it may be less the case in chemistry, because for an able chemist a certain honourable and independent career lies in the direction of his work, and he is able, like the anatomist, to look upon what he may teach to the student as not absolutely taking him away from his bread-winning pursuits.

But it is of no use to grumble about this state of things unless one is prepared to indicate some sort of practical remedy. And I believe—and I venture to make the statement because I am wholly independent of all sorts of medical schools, and may, therefore, say what I believe without being supposed to be affected by any personal interest—but I say I believe that the remedy for this state of things, for that imperfection of our theoretical knowledge which keeps down the ability of England at the present time in medical matters, is a mere affair of mechanical arrangement; that so long as you have a dozen medical schools scattered about in different parts of the metropolis, and dividing the students among them, so long, in all the smaller schools at any rate, it is impossible that any other state of things than that which I have been depicting should obtain. Professors must live; to live they must occupy themselves with practice, and if they occupy themselves with practice, the pursuit of the abstract branches of science must go to the wall. All this is a plain and obvious matter of common-sense reasoning. I believe you will never alter this state of things until, either by consent or by force majeure—and I should be very sorry to see the latter applied—but until there is some new arrangement, and until all the theoretical branches of the profession, the institutes of medicine, are taught in London in not more than one or two, or at the outside three, central institutions, no good will be effected. If that large body of men, the medical students of London, were obliged in the first place to get a knowledge of the theoretical branches of their profession in two or three central schools, there would be abundant means for maintaining able professors—not, indeed, for enriching them, as they would be able to enrich themselves by practice—but for enabling them to make that choice which such men are so willing to make; namely, the choice between wealth and a modest competency, when that modest competency is to be combined with a scientific career, and the means of advancing knowledge. I do not believe that all the talking about, and tinkering of, medical education will do the slightest good until the fact is clearly recognized, that men must be thoroughly grounded in the theoretical branches of their profession, and that to this end the teaching of those theoretical branches must be confined to two or three centres.

Now let me add one other word, and that is, that if I were a despot, I would cut down these branches to a very considerable extent. The next thing to be done beyond that which I mentioned just now, is to go back to primary education. The great step towards a thorough medical education is to insist upon the teaching of the elements of the physical sciences in all schools, so that medical students shall not go up to the medical colleges utterly ignorant of that with which they have to deal; to insist on the elements of chemistry, the elements of botany, and the elements of physics being taught in our ordinary and common schools, so that there shall be some preparation for the discipline of medical colleges. And, if this reform were once effected, you might confine the "Institutes of Medicine" to physics as applied to physiology—to chemistry as applied to physiology—to physiology itself, and to anatomy. Afterwards, the student, thoroughly grounded in these matters, might go to any hospital he pleased for the purpose of studying the practical branches of his profession. The practical teaching might be made as local as you like; and you might use to advantage the opportunities afforded by all these local institutions for acquiring a knowledge of the practice of the profession. But you may say: "This is abolishing a great deal; you are getting rid of botany and zoology to begin with." I have not a doubt that they ought to be got rid of, as branches of special medical education; they ought to be put back to an earlier stage, and made branches of general education. Let me say, by way of self-denying ordinance, for which you will, I am sure, give me credit, that I believe that comparative anatomy ought to be absolutely abolished. I say so, not without a certain fear of the Vice-Chancellor of the University of London who sits upon my left. But I do not think the charter gives him very much power over me; moreover, I shall soon come to an end of my examinership, and therefore I am not afraid, but shall go on to say what I was going to say, and that is, that in my belief it is a downright cruelty—I have no other word for it—to require from gentlemen who are engaged in medical studies, the pretence—for it is nothing else, and can be nothing else, than a pretence—of a knowledge of comparative anatomy as part of their medical curriculum. Make it part of their Arts teaching if you like, make it part of their general education if you like, make it part of their qualification for the scientific degree by all means—that is its proper place; but to require that gentlemen whose whole faculties should be bent upon the acquirement of a real knowledge of human physiology should worry themselves with getting up hearsay about the alternation of generations in the Salpae is really monstrous. I cannot characterize it in any other way. And having sacrificed my own pursuit, I am sure I may sacrifice other people's; and I make this remark with all the more willingness because I discovered, on reading the name-of your Professors just now, that the Professor of Materia Medica is not present. I must confess, if I had my way I should abolish Materia Medica[1] altogether. I recollect, when I was first under examination at the University of London, Dr. Pereira was the examiner, and you know that "Pereira's Materia Medica" was a book de omnibus rebus. I recollect my struggles with that book late at night and early in the morning (I worked very hard in those days), and I do believe that I got that book into my head somehow or other, but then I will undertake to say that I forgot it all a week afterwards. Not one trace of a knowledge of drugs has remained in my memory from that time to this; and really, as a matter of common sense, I cannot understand the arguments for obliging a medical man to know all about drugs and where they come from. Why not make him belong to the Iron and Steel Institute, and learn something about cutlery, because he uses knives?

[Footnote 1: It will, I hope, be understood that I do not include Therapeutics under this head.]

But do not suppose that, after all these deductions, there would not be ample room for your activity. Let us count up what we have left. I suppose all the time for medical education that can be hoped for is, at the outside, about four years. Well, what have you to master in those four years upon my supposition? Physics applied to physiology; chemistry applied to physiology; physiology; anatomy; surgery; medicine (including therapeutics); obstetrics; hygiene; and medical jurisprudence—nine subjects for four years! And when you consider what those subjects are, and that the acquisition of anything beyond the rudiments of any one of them may tax the energies of a lifetime, I think that even those energies which you young gentlemen have been displaying for the last hour or two might be taxed to keep you thoroughly up to what is wanted for your medical career.

I entertain a very strong conviction that any one who adds to medical education one iota or tittle beyond what is absolutely necessary, is guilty of a very grave offence. Gentlemen, it will depend upon the knowledge that you happen to possess,—upon your means of applying it within your own field of action,—whether the bills of mortality of your district are increased or diminished; and that, gentlemen, is a very serious consideration indeed. And, under those circumstances, the subjects with which you have to deal being so difficult, their extent so enormous, and the time at your disposal so limited, I could not feel my conscience easy if I did not, on such an occasion as this, raise a protest against employing your energies upon the acquisition of any knowledge which may not be absolutely needed in your future career.



IV.

YEAST.

IT has been known, from time immemorial, that the sweet liquids which may be obtained by expressing the juices of the fruits and stems of various plants, or by steeping malted barley in hot water, or by mixing honey with water—are liable to undergo a series of very singular changes, if freely exposed to the air and left to themselves, in warm weather. However clear and pellucid the liquid may have been when first prepared, however carefully it may have been freed, by straining and filtration, from even the finest visible impurities, it will not remain clear. After a time it will become cloudy and turbid; little bubbles will be seen rising to the surface, and their abundance will increase until the liquid hisses as if it were simmering on the fire. By degrees, some of the solid particles which produce the turbidity of the liquid collect at its surface into a scum, which is blown up by the emerging air-bubbles into a thick, foamy froth. Another moiety sinks to the bottom, and accumulates as a muddy sediment, or "lees."

When this action has continued, with more or less violence, for a certain time, it gradually moderates. The evolution of bubbles slackens, and finally comes to an end; scum and lees alike settle at the bottom, and the fluid is once more clear and transparent. But it has acquired properties of which no trace existed in the original liquid. Instead of being a mere sweet fluid, mainly composed of sugar and water, the sugar has more or less completely disappeared, and it has acquired that peculiar smell and taste which we call "spirituous." Instead of being devoid of any obvious effect upon the animal economy, it has become possessed of a very wonderful influence on the nervous system; so that in small doses it exhilarates, while in larger it stupefies, and may even destroy life.

Moreover, if the original fluid is put into a still, and heated for a while, the first and last product of its distillation is simple water; while, when the altered fluid is subjected to the same process, the matter which is first condensed in the receiver is found to be a clear, volatile substance, which is lighter than water, has a pungent taste and smell, possesses the intoxicating powers of the fluid in an eminent degree, and takes fire the moment it is brought in contact with a flame. The alchemists called this volatile liquid, which they obtained from wine, "spirits of wine," just as they called hydrochloric acid "spirits of salt," and as we, to this day, call refined turpentine "spirits of turpentine." As the "spiritus," or breath, of a man was thought to be the most refined and subtle part of him, the intelligent essence of man was also conceived as a sort of breath, or spirit; and, by analogy, the most refined essence of anything was called its "spirit." And thus it has come about that we use the same word for the soul of man and for a glass of gin.

At the present day, however, we even more commonly use another name for this peculiar liquid—namely, "alcohol," and its origin is not less singular. The Dutch physician, Van Helmont, lived in the latter part of the sixteenth and the beginning of the seventeenth century—in the transition period between alchemy and chemistry—and was rather more alchemist than chemist. Appended to his "Opera Omnia," published in 1707, there is a very needful "Clavis ad obscuriorum sensum referandum," in which the following passage occurs:—

"ALCOHOL.—Chymicis est liquor aut pulvis summe subtilisatus, vocabulo Orientalibus quoque, cum primis Habessinis, familiari, quibus cohol speciatim pulverem impalpabilem ex antimonio pro oculis tin-gendis denotat ... Hodie autem, ob analogiam, quivis pulvis teuerior, ut pulvis oculorum cancri summe subtilisatus alcohol audit, hand aliter ac spiritus rectificatissimi alcolisati dicuntur."

Similarly, Robert Boyle speaks of a fine powder as "alcohol;" and, so late as the middle of the last century, the English lexicographer, Nathan Bailey, defines "alcohol" as "the pure substance of anything separated from the more gross, a very fine and impalpable powder, or a very pure, well-rectified spirit." But, by the time of the publication of Lavoisier's "Traite Elementaire de Chimie," in 1789, the term "alcohol," "alkohol," or "alkool" (for it is spelt in all three ways), which Van Helmont had applied primarily to a fine powder, and only secondarily to spirits of wine, had lost its primary meaning altogether; and, from the end of the last century until now, it has, I believe, been used exclusively as the denotation of spirits of wine, and bodies chemically allied to that substance.

The process which gives rise to alcohol in a saccharine fluid is known to us as "fermentation;" a term based upon the apparent boiling up or "effervescence" of the fermenting liquid, and of Latin origin.

Our Teutonic cousins call the same process "gaehren," "gaesen," "goeschen," and "gischen;" but, oddly enough, we do not seem to have retained their verb or their substantive denoting the action itself, though we do use names identical with, or plainly derived from, theirs for the scum and lees. These are called, in Low German, "gaescht" and "gischt;" in Anglo-Saxon, "gest," "gist," and "yst," whence our "yeast." Again, in Low German and in Anglo-Saxon, there is another name for yeast, having the form "barm," or "beorm;" and, in the Midland Counties, "barm" is the name by which yeast is still best known. In High German, there is a third name for yeast, "hefe," which is not represented in English, so far as I know.

All these words are said by philologers to be derived from roots expressive of the intestine motion of a fermenting substance. Thus "hefe" is derived from "heben," to raise; "barm" from "beren" or "baeren," to bear up; "yeast," "yst," and "gist," have all to do with seething and foam, with "yeasty waves," and "gusty" breezes.

The same reference to the swelling up of the fermenting substance is seen in the Gallo-Latin terms "levure" and "leaven."

It is highly creditable to the ingenuity of our ancestors that the peculiar property of fermented liquids, in virtue of which they "make glad the heart of man," seems to have been known in the remotest periods of which we have any record. All savages take to alcoholic fluids as if they were to the manner born. Our Vedic forefathers intoxicated themselves with the juice of the "soma;" Noah, by a not unnatural reaction against a superfluity of water, appears to have taken the earliest practicable opportunity of qualifying that which he was obliged to drink; and the ghosts of the ancient Egyptians were solaced by pictures of banquets in which the winecup passes round, graven on the walls of their tombs. A knowledge of the process of fermentation, therefore, was in all probability possessed by the prehistoric populations of the globe; and it must have become a matter of great interest even to primaeval wine-bibbers to study the methods by which fermented liquids could be surely manufactured. No doubt, therefore, it was soon discovered that the most certain, as well as the most expeditious, way of making a sweet juice ferment was to add to it a little of the scum, or lees, of another fermenting juice. And it can hardly be questioned that this singular excitation of fermentation in one fluid, by a sort of infection, or inoculation, of a little ferment taken from some other fluid, together with the strange swelling, foaming, and hissing of the fermented substance, must have always attracted attention from the more thoughtful. Nevertheless, the commencement of the scientific analysis of the phenomena dates from a period not earlier than the first half of the seventeenth century.

At this time, Van Helmont made a first step, by pointing out that the peculiar hissing and bubbling of a fermented liquid is due, not to the evolution of common air (which he, as the inventor of the term "gas," calls "gas ventosum"), but to that of a peculiar kind of air such as is occasionally met with in caves, mines, and wells, and which he calls "gas sylvestre."

But a century elapsed before the nature of this "gas sylvestre," or, as it was afterwards called, "fixed air," was clearly determined, and it was found to be identical with that deadly "choke-damp" by which the lives of those who descend into old wells, or mines, or brewers' vats, are sometimes suddenly ended; and with the poisonous aeriform fluid which is produced by the combustion of charcoal, and now goes by the name of carbonic acid gas.

During the same time it gradually became clear that the presence of sugar was essential to the production of alcohol and the evolution of carbonic acid gas, which are the two great and conspicuous products of fermentation. And finally, in 1787, the Italian chemist, Fabroni, made the capital discovery that the yeast ferment, the presence of which is necessary to fermentation, is what he termed a "vegeto-animal" substance—or is a body which gives off ammoniacal salts when it is burned, and is, in other ways, similar to the gluten of plants and the albumen and casein of animals.

These discoveries prepared the way for the illustrious Frenchman, Lavoisier, who first approached the problem of fermentation with a complete conception of the nature of the work to be done. The words in which he expresses this conception, in the treatise on elementary chemistry to which reference has already been made, mark the year 1789 as the commencement of a revolution of not less moment in the world of science than that which simultaneously burst over the political world, and soon engulfed Lavoisier himself in one of its mad eddies.

"We may lay it down as an incontestable axiom that, in all the operations of art and nature, nothing is created; an equal quantity of matter exists both before and after the experiment: the quality and quantity of the elements remain precisely the same, and nothing takes place beyond changes and modifications in the combinations of these elements. Upon this principle, the whole art of performing chemical experiments depends; we must always suppose an exact equality between the elements of the body examined and those of the products of its analysis.

"Hence, since from must of grapes we procure alcohol and carbonic acid, I have an undoubted right to suppose that must consists of carbonic acid and alcohol. From these premisses we have two modes of ascertaining what passes during vinous fermentation: either by determining the nature of, and the elements which compose, the fermentable substances; or by accurately examining the products resulting from fermentation; and it is evident that the knowledge of either of these must lead to accurate conclusions concerning the nature and composition of the other. From these considerations it became necessary accurately to determine the constituent elements of the fermentable substances; and for this purpose I did not make use of the compound juices of fruits, the rigorous analysis of which is perhaps impossible, but made choice of sugar, which is easily analysed, and the nature of which I have already explained. This substance is a true vegetable oxyd, with two bases, composed of hydrogen and carbon, brought to the state of an oxyd by means of a certain proportion of oxygen; and these three elements are combined in such a way that a very slight force is sufficient to destroy the equilibrium of their connection."

After giving the details of his analysis of sugar and of the products of fermentation, Lavoisier continues:—

"The effect of the vinous fermentation upon sugar is thus reduced to the mere separation of its elements into two portions; one part is oxygenated at the expense of the other, so as to form carbonic acid; while the other part, being disoxygenated in favour of the latter, is converted into the combustible substance called alkohol; therefore, if it were possible to re-unite alkohol and carbonic acid together, we ought to form sugar."[1]

[Footnote 1: "Elements of Chemistry." By M. Lavoisier. Translated by Robert Kerr. Second Edition, 1793 (pp. 186—196).]

Thus Lavoisier thought he had demonstrated that the carbonic acid and the alcohol which are produced by the process of fermentation, are equal in weight to the sugar which disappears; but the application of the more refined methods of modern chemistry to the investigation of the products of fermentation by Pasteur, in 1860, proved that this is not exactly true, and that there is a deficit of from 5 to 7 per cent. of the sugar which is not covered by the alcohol and carbonic acid evolved. The greater part of this deficit is accounted for by the discovery of two substances, glycerine and succinic acid, of the existence of which Lavoisier was unaware, in the fermented liquid. But about 1-1/2 per cent. still remains to be made good. According to Pasteur, it has been appropriated by the yeast, but the fact that such appropriation takes place cannot be said to be actually proved.

However this may be, there can be no doubt that the constituent elements of fully 98 per cent. of the sugar which has vanished during fermentation have simply undergone rearrangement; like the soldiers of a brigade, who at the word of command divide themselves into the independent regiments to which they belong. The brigade is sugar, the regiments are carbonic acid, succinic acid, alcohol, and glycerine.

From the time of Fabroni, onwards, it has been admitted that the agent by which this surprising rearrangement of the particles of the sugar is effected is the yeast. But the first thoroughly conclusive evidence of the necessity of yeast for the fermentation of sugar was furnished by Appert, whose method of preserving perishable articles of food excited so much attention in France at the beginning of this century. Gay-Lussac, in his "Memoire sur la Fermentation,"[1] alludes to Appert's method of preserving beer-wort unfermented for an indefinite time, by simply boiling the wort and closing the vessel in which the boiling fluid is contained, in such a way as thoroughly to exclude air; and he shows that, if a little yeast be introduced into such wort, after it has cooled, the wort at once begins to ferment, even though every precaution be taken to exclude air. And this statement has since received full confirmation from Pasteur.

[Footnote 1: "Annales de Chimie," 1810.]

On the other hand, Schwann, Schroeder and Dusch, and Pasteur, have amply proved that air may be allowed to have free access to beer-wort, without exciting fermentation, if only efficient precautions are taken to prevent the entry of particles of yeast along with the air.

Thus, the truth that the fermentation of a simple solution of sugar in water depends upon the presence of yeast, rests upon an unassailable foundation; and the inquiry into the exact nature of the substance which possesses such a wonderful chemical influence becomes profoundly interesting.

The first step towards the solution of this problem was made two centuries ago by the patient and painstaking Dutch naturalist, Leeuwenhoek, who in the year 1680 wrote thus:—

"Saepissimo examinavi fermentum cerevisiae, semperque hoc ex globulis per materiam pellucidam fluitantibus, quam cerevisiam esse censui, constare observavi: vidi etiam evidentissime, unumquemque hujus fermenti globulum denuo ex sex distinctis globullis constare, accurate eidem quantitate et formae, cui globulis sanguinis nostri, respondentibus.

"Verum talis mini de horum origine et formatione conceptus formabam; globulis nempe ex quibus farina Tritici, Hordei, Avenae, Fagotritici, se constat aquae calore dissolvi et aquae commisceri; hac, vero aqua, quam cerevisiam vocare licet, refrigescente, multos ex minimis particulis in cerevisia coadunari, et hoc pacto efficere particulam sive globulum, quae sexta pars est globuli faecis, et iterum sex ex hisce globulis conjungi."[1]

[Footnote 1: Leeuwenhoek, "Arcana Naturae Detecta." Ed. Nov., 1721.]

Thus Leeuwenhoek discovered that yeast consists of globules floating in a fluid; but he thought that they were merely the starchy particles of the grain from which the wort was made, re-arranged. He discovered the fact that yeast had a definite structure, but not the meaning of the fact. A century and a half elapsed, and the investigation of yeast was recommenced almost simultaneously by Cagniard de la Tour in France, and by Schwann and Kuetzing in Germany. The French observer was the first to publish his results; and the subject received at his hands and at those of his colleague, the botanist Turpin, full and satisfactory investigation.

The main conclusions at which they arrived are these. The globular, or oval, corpuscles which float so thickly in the yeast as to make it muddy, though the largest are not more than one two-thousandth of an inch in diameter, and the smallest may measure less than one seven-thousandth of an inch, are living organisms. They multiply with great rapidity, by giving off minute buds, which soon attain the size of their parent, and then either become detached or remain united, forming the compound globules of which Leeuwenhoek speaks, though the constancy of their arrangement in sixes existed only in the worthy Dutchman's imagination.

It was very soon made out that these yeast organisms, to which Turpin gave the name of Torula cerevisiae, were more nearly allied to the lower Fungi than to anything else. Indeed Turpin, and subsequently Berkeley and Hoffmann, believed that they had traced the development of the Torula into the well-known and very common mould—the Penicillium glaucum. Other observers have not succeeded in verifying these statements; and my own observations lead me to believe, that while the connection between Torula and the moulds is a very close one, it is of a different nature from that which has been supposed. I have never been able to trace the development of Torula into a true mould; but it is quite easy to prove that species of true mould, such as Penicillium, when sown in an appropriate nidus, such as a solution of tartrate of ammonia and yeast-ash, in water, with or without sugar, give rise to Torulae, similar in all respects to T. cerevisiae, except that they are, on the average, smaller. Moreover, Bail has observed the development of a Torula larger than T. cerevisiae, from a Mucor, a mould allied to Penicillium.

It follows, therefore, that the Torulae, or organisms of yeast, are veritable plants; and conclusive experiments have proved that the power which causes the rearrangement of the molecules of the sugar is intimately connected with the life and growth of the plant. In fact, whatever arrests the vital activity of the plant also prevents it from exciting fermentation.

Such being the facts with regard to the nature of yeast, and the changes which it effects in sugar, how are they to be accounted for? Before modern chemistry had come into existence, Stahl, stumbling, with the stride of genius, upon the conception which lies at the bottom of all modern views of the process, put forward the notion that the ferment, being in a state of internal motion, communicated that motion to the sugar, and thus caused its resolution into new substances. And Lavoisier, as we have seen, adopts substantially the same view, (But Fabroni, full of the then novel conception of acids and bases and double decompositions, propounded the hypothesis that sugar is an oxide with two bases, and the ferment a carbonate with two bases; that the carbon of the ferment unites with the oxygen of the sugar, and gives rise to carbonic acid; while the sugar, uniting with the nitrogen of the ferment, produces a new substance analogous to opium. This is decomposed by distillation, and gives rise to alcohol.) Next, in 1803, Thenard propounded a hypothesis which partakes somewhat of the nature of both Stahl's and Fabroni's views. "I do not believe with Lavoisier," he says, "that all the carbonic acid formed proceeds from the sugar. How, in that case, could we conceive the action of the ferment on it? I think that the first portions of the acid are due to a combination of the carbon of the ferment with the oxygen of the sugar, and that it is by carrying off a portion of oxygen from the last that the ferment causes the fermentation to commence—the equilibrium between the principles of the sugar being disturbed, they combine afresh to form carbonic acid and alcohol."

The three views here before us may be familiarly exemplified by supposing the sugar to be a card-house. According to Stahl, the ferment is somebody who knocks the table, and shakes the card-house down; according to Fabroni, the ferment takes out some cards, but puts others in their places; according to Thenard, the ferment simply takes a card out of the bottom story, the result of which is that all the others fall.

As chemistry advanced, facts came to light which put a new face upon Stahl's hypothesis, and gave it a safer foundation than it previously possessed. The general nature of these phenomena may be thus stated:—A body, A, without giving to, or taking from, another body, B, any material particles, causes B to decompose into other substances, C, D, E, the sum of the weights of which is equal to the weight of B, which decomposes.

Thus, bitter almonds contain two substances, amygdalin and synaptase, which can be extracted, in a separate state, from the bitter almonds. The amygdalin thus obtained, if dissolved in water, undergoes no change; but if a little synaptase be added to the solution, the amygdalin splits up into bitter almond oil, prussic acid, and a kind of sugar.

A short time after Cagniard de la Tour discovered the yeast plant, Liebig, struck with the similarity between this and other such processes and the fermentation of sugar, put forward the hypothesis that yeast contains a substance which acts upon sugar, as synaptase acts upon amygdalin. And as the synaptase is certainly neither organized nor alive, but a mere chemical substance, Liebig treated Cagniard de la Tour's discovery with no small contempt, and, from that time to the present, has steadily repudiated the notion that the decomposition of the sugar is, in any sense, the result of the vital activity of the Torula. But, though the notion that the Torula is a creature which eats sugar and excretes carbonic acid and alcohol, which is not unjustly ridiculed in the most surprising paper that ever made its appearance in a grave scientific journal[1], may be untenable, the fact that the Torulae are alive, and that yeast does not excite fermentation unless it contains living Torulae, stands fast. Moreover, of late years, the essential participation of living organisms in fermentation other than the alcoholic, has been clearly made out by Pasteur and other chemists.

[Footnote 1: "Das entraethselte Geheimniss der geistigen Gaehrung (Vorlaeufige briefliche Mittheilung)" is the title of an anonymous contribution, to Woehler and Liebig's "Annalen der Pharmacie" for 1839, in which a somewhat Rabelaisian imaginary description of the organization of the "yeast animals" and of the manner in which their functions are performed, is given with a circumstantiality worthy of the author of Gulliver's Travels. As a specimen of the writer's humour, his account of what happens when fermentation comes to an end may suffice. "Sobald naemlich die Thiere keinen Zucker mehr vorfinden, so fressen sie sich gegenseitig selbst auf, was durch eine eigene Manipulation geschicht; alles wird verdaut bis auf die Eier, welche unveraendert durch den Darmkanal hineingehen; man hat zuletzt wieder gaehrungsfaehige Hefe, naemlich den Saamen der Thiere, der uebrig bleibt."]

However, it may be asked, is there any necessary opposition between the so-called "vital" and the strictly physico-chemical views of fermentation? It is quite possible that the living Torula may excite fermentation in sugar, because it constantly produces, as an essential part of its vital manifestations, some substance which acts upon the sugar, just as the synaptase acts upon the amygdalin. Or it may be, that, without the formation of any such special substance, the physical condition of the living tissue of the yeast plant is sufficient to effect that small disturbance of the equilibrium of the particles of the sugar, which Lavoisier thought sufficient to effect its decomposition.

Platinum in a very fine state of division—known as platinum black, or noir de platine—has the very singular property of causing alcohol to change into acetic acid with great rapidity. The vinegar plant, which is closely allied to the yeast plant, has a similar effect upon dilute alcohol, causing it to absorb the oxygen of the air, and become converted into vinegar; and Liebig's eminent opponent, Pasteur, who has done so much for the theory and the practice of vinegar-making, himself suggests that in this case—

"La cause du phenomene physique qui accompagne la vie de la plante reside dans un etat physique propre, analogue a celui du noir de platine. Mais il est essentiel de remarquer que cet etat physique de la plante est etroitement lie avec la vie de cette plante."[1]

[Footnote 1: "Etudes sur les Mycodermes," Comptes-Rendus, liv., 1862.]

Now, if the vinegar plant gives rise to the oxidation of alcohol, on account of its merely physical constitution, it is at any rate possible that the physical constitution of the yeast plant may exert a decomposing influence on sugar.

But, without presuming to discuss a question which leads us into the very arcana of chemistry, the present state of speculation upon the modus operandi of the yeast plant in producing fermentation is represented, on the one hand, by the Stahlian doctrine, supported by Liebig, according to which the atoms of the sugar are shaken into new combinations, either directly by the Torulae, or indirectly, by some substance formed by them; and, on the other hand, by the Thenardian doctrine, supported by Pasteur, according to which the yeast plant assimilates part of the sugar, and, in so doing, disturbs the rest, and determines its resolution into the products of fermentation. Perhaps the two views are not so much opposed as they seem at first sight to be.

But the interest which attaches to the influence of the yeast plants upon the medium in which they live and grow does not arise solely from its bearing upon the theory of fermentation. So long ago as 1838, Turpin compared the Torulae to the ultimate elements of the tissues of animals and plants—"Les organes elementaires de leurs tissus, comparables aux petits vegetaux des levures ordinaires, sont aussi les decompositeurs des substances qui les environnent."

Almost at the same time, and, probably, equally guided by his study of yeast, Schwann was engaged in those remarkable investigations into the form and development of the ultimate structural elements of the tissues of animals, which led him to recognize their fundamental identity with the ultimate structural elements of vegetable organisms.

The yeast plant is a mere sac, or "cell," containing a semi-fluid matter, and Schwann's microscopic analysis resolved all living organisms, in the long run, into an aggregation of such sacs or cells, variously modified; and tended to show, that all, whatever their ultimate complication, begin their existence in the condition of such simple cells.

In his famous "Mikroskopische Untersuchungen," Schwann speaks of Torula as a "cell;" and, in a remarkable note to the passage in which he refers to the yeast plant, Schwann says:—

"I have been unable to avoid mentioning fermentation, because it is the most fully and exactly known operation of cells, and represents, in the simplest fashion, the process which is repeated by every cell of the living body."

In other words, Schwann conceives that every cell of the living body exerts an influence on the matter which surrounds and permeates it, analogous to that which a Torula exerts on the saccharine solution by which it is bathed. A wonderfully suggestive thought, opening up views of the nature of the chemical processes of the living body, which have hardly yet received all the development of which they are capable.

Kant defined the special peculiarity of the living body to be that the parts exist for the sake of the whole and the whole for the sake of the parts. But when Turpin and Schwann resolved the living body into an aggregation of quasi-independent cells, each, like a Torula, leading its own life and having its own laws of growth and development, the aggregation being dominated and kept working towards a definite end only by a certain harmony among these units, or by the superaddition of a controlling apparatus, such as a nervous system, this conception ceased to be tenable. The cell lives for its own sake, as well as for the sake of the whole organism; and the cells, which float in the blood, live at its expense, and profoundly modify it, are almost as much independent organisms as the Torulae which float in beer-wort.

Schwann burdened his enunciation of the "cell theory" with two false suppositions; the one, that the structures he called "nucleus" and "cell-wall" are essential to a cell; the other, that cells are usually formed independently of other cells; but, in 1839, it was a vast and clear gain to arrive at the conception, that the vital functions of all the higher animals and plants are the resultant of the forces inherent in the innumerable minute cells of which they are composed, and that each of them is, itself, an equivalent of one of the lowest and simplest of independent living beings—the Torula.

From purely morphological investigations, Turpin and Schwann, as we have seen, arrived at the notion of the fundamental unity of structure of living beings. And, before long, the researches of chemists gradually led up to the conception of the fundamental unity of their composition.

So far back as 1803, Thenard pointed out, in most distinct terms, the important fact that yeast contains a nitrogenous "animal" substance; and that such a substance is contained in all ferments. Before him, Fabroni and Fourcroy speak of the "vegeto-animal" matter of yeast. In 1844 Mulder endeavoured to demonstrate that a peculiar substance, which he called "protein," was essentially characteristic of living matter. In 1846, Payen writes:—

"Enfin, une loi sans exception me semble apparaitre dans les faits nombreux que j'ai observes et conduire a envisager sous un nouveau jour la vie vegetale; si je ne m'abuse, tout ce que dans les tissus vegetaux la vue directe ou amplifiee nous permet de discerner sous la forme de cellules et de vaisseaux, ne represente autre chose que les enveloppes protectrices, les reservoirs et les conduits, a l'aide desquels les corps animes qui les secretent et les faconnent, se logent, puisent et charriant leurs aliments, deposent et isolent les matieres excretees."

And again:—

"A fin de completer aujourd'hui l'enonce du fait general, je rappellerai que les corps, doue des fonctions accomplies dans les tissus des plantes, sont formes des elements qui constituent, en proportion peu variable, les organismes animaux; qu'ainsi l'on est conduit a reconnaitre une immense unite de composition elementaire dans tous les corps vivants de la nature."[1]

[Footnote 1: "Mem. sur les Developpements des Vegetaux," &c.—"Mem. Presentees." ix. 1846.]

In the year (1846) in which these remarkable passages were published, the eminent German botanist, Von Mohl, invented the word "protoplasm," as a name for one portion of those nitrogenous contents of the cells of living plants, the close chemical resemblance of which to the essential constituents of living animals is so strongly indicated by Payen. And through the twenty-five years that have passed, since the matter of life was first called protoplasm, a host of investigators, among whom Cohn, Max Schulze, and Kuehne must be named as leaders, have accumulated evidence, morphological, physiological, and chemical, in favour of that "immense unite de composition elementaire dans tous les corps vivants de la nature," into which Payen had, so early, a clear insight.

As far back as 1850, Cohn wrote, apparently without any knowledge of what Payen had said before him:—

"The protoplasm of the botanist, and the contractile substance and sarcode of the zoologist, must be, if not identical, yet in a high degree analogous substances. Hence, from this point of view, the difference between animals and plants consists in this; that, in the latter, the contractile substance, as a primordial utricle, is enclosed within an inert cellulose membrane, which permits it only to exhibit an internal motion, expressed by the phenomena of rotation and circulation, while, in the former, it is not so enclosed. The protoplasm in the form of the primordial utricle is, as it were, the animal element in the plant, but which is imprisoned, and only becomes free in the animal; or, to strip off the metaphor which obscures simple thought, the energy of organic vitality which is manifested in movement is especially exhibited by a nitrogenous contractile substance, which in plants is limited and fettered by an inert membrane, in animals not so."[1]

[Footnote 1: Cohn, "Ueber Protococcus pluvialis," in the "Nova Acta" for 1850.]

In 1868, thinking that an untechnical statement of the views current among the leaders of biological science might be interesting to the general public, I gave a lecture embodying them in Edinburgh. Those who have not made the mistake of attempting to approach biology, either by the high a priori road of mere philosophical speculation, or by the mere low a posteriori lane offered by the tube of a microscope, but have taken the trouble to become acquainted with well-ascertained facts and with their history, will not need to be told that in what I had to say "as regards protoplasm" in my lecture "On the Physical Basis of Life," there was nothing new; and, as I hope, nothing that the present state of knowledge does not justify us in believing to be true. Under these circumstances, my surprise may be imagined, when I found, that the mere statement of facts and of views, long familiar to me as part of the common scientific property of continental workers, raised a sort of storm in this country, not only by exciting the wrath of unscientific persons whose pet prejudices they seemed to touch, but by giving rise to quite superfluous explosions on the part of some who should have been better informed.

Dr. Stirling, for example, made my essay the subject of a special critical lecture[1], which I have read with much interest, though, I confess, the meaning of much of it remains as dark to me as does the "Secret of Hegel" after Dr. Stirling's elaborate revelation of it. Dr. Stirling's method of dealing with the subject is peculiar. "Protoplasm" is a question of history, so far as it is a name; of fact, so far as it is a thing. Dr. Stirling has not taken the trouble to refer to the original authorities for his history, which is consequently a travesty; and still less has he concerned himself with looking at the facts, but contents himself with taking them also at secondhand. A most amusing example of this fashion of dealing with scientific statements is furnished by Dr. Stirling's remarks upon my account of the protoplasm of the nettle hair. That account was drawn up from careful and often-repeated observation of the facts. Dr. Stirling thinks he is offering a valid criticism, when he says that my valued friend Professor Stricker gives a somewhat different statement about protoplasm. But why in the world did not this distinguished Hegelian look at a nettle hair for himself, before venturing to speak about the matter at all? Why trouble himself about what either Stricker or I say, when any tyro can see the facts for himself, if he is provided with those not rare articles, a nettle and a microscope? But I suppose this would have been "Aufklaerung"—a recurrence to the base common-sense philosophy of the eighteenth century, which liked to see before it believed, and to understand before it criticised. Dr. Stirling winds up his paper with the following paragraph:—