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 not chiefly as subjects of examination, but rather as sources of recreation and changes of mental activity. From this point of view, for British students of science the best literature of the English language offers unequalled advantages. It may be mentioned that the Board of Education in London is giving particular attention to the place which English literature should hold in the examination of students at the Training Colleges, and has under consideration carefully planned courses of study, in which portions of the best English writers of prose and of verse are prescribed to be read in connexion with corresponding periods of English history; it being understood that the study of the literature shall be directed, not to philological or grammatical detail, but to the substance and meaning of the books, and to the leading characteristics of each writer's style. If, on the other hand, the student is to derive his literary culture, wholly or in part, from a foreign literature, ancient or modern, then it will be most desirable that, before leaving school, he should have surmounted the initial difficulties of grammar, and should have learned to read the foreign language with tolerable ease.

When we look at this problem,—how to combine the scientific and the literary elements of culture,—in the light of existing or prospective conditions in South Africa, it appears natural to suppose that, in a teaching University, the Faculty of Education would be that with which literary studies would be more particularly connected. And if students of