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Rh of education. These able discussions, we are happy to say, have been increasingly appreciated; and it is gratifying to note that the view we have steadily urged for these many years begins to be widely accepted as the basis of a new departure in the progress of scientific education. A conspicuous illustration of this has recently been afforded by the course of the most influential journal in England. There has been a systematic movement in that country to get a larger share of scientific study in the lower schools; and, under the vigorous leadership of Sir John Lubbock, in the House of Commons, efforts have been made to modify school legislation so as to enforce this result. A majority has not yet been gained, but the opposition is giving way, and the end sought will undoubtedly soon be attained. Upon the last and recent defeat of Sir John Lubbock's measure, the London Times came out with a leading editorial on the right side, and which is chiefly remarkable for the advanced and unqualified position which it takes. We reprint this article of the Times in the present number of the together with the comments of the editor of Nature upon it. How completely the writer sustains the views that we have long labored to inculcate, is well shown in the following instructive passage:

of our readers who have perused the previous portions of Prof. Du Bois-Reymond's article on "Civilization and Science" will hardly need that we should call their attention to