where it is so concentrated. Massachusetts students of science are not
limited to Harvard. The majority of them prefer the Institute of
Technology in Boston, not to speak fo the other Universities in Massa-
chusetts. In New York State one student of science goes to Columbia,
another to Hoboken, another to Rochester, another to Cornell, another
to Troy, while a good many go to neighbouring Lehigh or other places.
The distributive principle is best. Hoboken ismenabled to offer special
facilities in technical science; Lehigh, situated in the very centre of a
mining region, offers peculiar advantages to a student of mineralogy.
The same rule of distribution even in the matter of scientific apparatus
holds good in every part of the Old World. Sir William Thomson does
not think it necessary to have all kinds of apparatus at his hands even
in the one department of science in which he is the acknowledged
primate. Although in a great University in the second wealthiest city
in the Empire, he thinks it no hardship to run down from Glasgow to
conduct experiments in electricity in the Cavendish Laboratory at
Cambridge, and very likely he has gone to Paris for the same purpose.
Why should we think it necessary to bring to one city all the scientific
apparatus that may be required in connection with the daily widening
sphere of the knowable, and to mass in the same place all students and
all possible means of instruction ? On the other hand, the Week has con-
sistently adhered to the position that for "literary" education several
Arts Colleges are indispensable. But the so-called " confederation"
scheme has not a single clause to secure the continued existence of the
colleges we now have, much less a single word indicating a desire to
improve them. It proposes to bring the existing colleges together, but
the proposal is a ghost. It has not a particle of bone, flesh, nerve, or
skin. It is simply a bare invitation to the colleges to throw aside their
charters, associations, dignity, local strength; to uproot themselves at
their own expense, and move to Toronto, just as if it were as easy for
a University to move one or two hundred miles as for a crab that
travels with its home on its back. If, then, the colleges can accede to
the scheme only at the sacrifice of the greater part of their funds at
the outset, and in all probability of their continued existence as arts
colleges, how are you to get your "first-rate literary education ?
Practical teachers, like Mr. Robertson, of St. Catharines, may well ask,
"How will the scheme give us strong colleges, a high standard, and
above all, strong and efficent teaching and judicious examinations ?"
and, if graduates of Toronto, will probably answer with him, that far
from giving us several good colleges they "see no security in the
scheme of confederation, for the main elements of one good college and
university, but do see that the evils which now weaken and lessen the
power for good of University College and Toronto University, viz.,
somewhat ineffective teaching and bad examining may be extended, if
all rivalry in the form of competing Universities should be abolished."
Evidently the only fit parallel to the scheme is the killing the goose