To trace the gradual decline of mathematical, and with it of the highest departments of physical science, from the days of Newton to the present, must be left to the historian. It is not within the province of one who, having mixed sufficiently with scientific society in England to see and regret the weakness of some of its greatest ornaments, and to see through and deplore the conduct of its pretended friends, offers these remarks, with the hope that they may excite discussion,--with the conviction that discussion is the firmest ally of truth,--and with the confidence that nothing but the full expression of public opinion can remove the evils that chill the enthusiasm, and cramp the energies of the science of England. The causes which have produced, and some of the effects which have resulted from, the present state of science in England, are so mixed, that it is difficult to distinguish accurately between them. I shall, therefore, in this volume, not attempt any minute discrimination, but rather present the result of my reflections on the concomitant circumstances which have attended the decay, and at the conclusion of it, shall examine some of the suggestions which have been offered for the advancement of British science. CHAPTER I. ON THE RECIPROCAL INFLUENCE OF SCIENCE AND EDUCATION. That the state of knowledge in any country will exert a directive influence on the general system of instruction adopted in it, is a principle too obvious to require investigation. And it is equally certain that the tastes and pursuits of our manhood will bear on them the traces of the earlier impressions of our education. It is therefore not unreasonable to suppose that some portion of the neglect of science in England, may be attributed to the system of education we pursue. A young man passes from our public schools to the universities, ignorant almost of the elements of every branch of useful knowledge; and at these latter establishments, formed originally for instructing those who are intended for the clerical profession, classical and mathematical pursuits are nearly the sole objects proposed to the student's ambition. Much has been done at one of our universities during the last fifteen years, to improve the system of study; and I am confident that there is no one connected with that body, who will not do me the justice to believe that, whatever suggestions I may venture to offer, are prompted by the warmest feelings for the honour and the increasing prosperity of its institutions. The ties which connect me with Cambridge are indeed of no ordinary kind. Taking it then for granted that our system of academical education ought to be adapted to nearly the whole of the aristocracy of the country, I am inclined to believe that whilst the modifications I should propose would not be great innovations on the spirit of our institutions, they would contribute materially to that important object.