ness and mental well-being of the individual that literature can minister. By rendering his intelligence more flexible, by deepening his humanity, by increasing his power of comprehending others, by fostering worthy ideals, it will add something to his capacity for co-operating with his fellows in every station of life, and in every phase of action; it will make him a better citizen, and not only a more sympathetic but also a more efficient member of society.
One of the urgent problems of the higher education in our day is how to secure an adequate measure of literary culture to those students whose primary concern is with scientific and technical pursuits. Some of the younger English Universities, which give degrees in Science, contribute to this purpose by providing certain options in the Science curriculum; that is, a given number of scientific subjects being prescribed for study with a view to the degree of B.Sc., the candidate is allowed to substitute for one of these a subject taken from the Arts curriculum, such, for instance, as the Theory and Practice of Education. This is the case in the University of Wales and in the University of Birmingham; and there are indications, I believe, that this example will be followed elsewhere. Considering how hard and sustained is the work exacted from students of science, pure or applied, it seems important that the subjects from which they are to derive their literary culture should be presented to them, not in a dryasdust fashion,
