already frequently referred to, "that our statesmen and administrators, our teachers and our poets, know something of the work and method and beauty of science," but how is this to be secured? Mr Wells, in a recent review of the Essays, is severely critical because the authors have not answered this question: the criticism is undeserved, it seems to me, because the authors did not set out with this object. "The time seemed propitious," says the Editor, Dr Seward, "for emphasizing a particular aspect of the general question of the inter-dependence of many phases of national prosperity and a just appreciation of the value of pure science." Still, the question needs an answer. We look forward with some eagerness to the report of the Committee, of which Sir J. J. Thomson is chairman, which is dealing with the place of Science in Education.
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