Abstract
IN our frequent discussions on scientific education, we have both often been struck with some points of very great difference between the English and the German way of dealing with it. As it may be asserted without national arrogance that University education is in Germany in a more satisfactory condition than in your country, you are, of course, anxious to know which of the German customs I consider most effective in bringing about this better state of things; and I will, therefore, try to point them out. Of course, I shall confine myself to the subject of natural science, and especially chemistry and physics, feeling myself unable to deal with sciences beyond my knowledge. The main point of our system may be expressed in one word—freedom—freedom of teaching and freedom of learning.
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Scientific Education in Germany and England1. Nature 54, 405–406 (1896). https://doi.org/10.1038/054405a0
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DOI: https://doi.org/10.1038/054405a0