Fig. 51.—Charles Darwin
(1809-1882).
Fig. 52.—Herbert Spencer
(1820-1903).
Fig. 53.—Thomas H. Huxley
(1825-1895).
Fig. 54.—Charles W. Eliot
(1835- ).
A Group of Educational Leaders in the Scientific Movement
Introduction of the Sciences into Educational Institutions; Germany.—Contemporaneously with the growth of inventions and the cogent arguments and vigorous campaigns of advanced thinkers during the nineteenth century, training in the sciences was gradually creeping into educational practice. While the sciences began to work their way into institutions of all grades early in the eighteenth century, it was not until about the middle of the nineteenth that the movement was seriously felt in education. Even in Germany the first attempts at studying nature were made outside the universities in the ‘academies of science.’ We have seen ([pp. 177] f.) that during the eighteenth century most of the Protestant universities had started professorships in the sciences. But it was not until the beginning of the second quarter of the nineteenth century that, in Liebig’s laboratory at German universities the University of Giessen, students first began to be taught through experiments, and it was after the middle of the century before this investigation work had generally replaced the formal science instruction in German universities. Since then the development of science in the higher education of Germany has been and Hochschulen. phenomenal. The Technische Hochschulen (see p. 380) have also come to furnish instruction in all fields of applied science.