108 THE president's ADDRESS. 



somewhat serious malady. One day he said — " I can't think how 

 it is, but your fingers seem to be very different to those of any one 

 else ; they go at once to the point ; you remove the dressings, in- 

 troduce the probe, re-dress the wound, and it's all over, almost 

 without my knowing it — certainly without my being inclined or 

 able to resist." " Do you recollect," said the surgeon, " laughing 

 at me for dissecting a flea ? Well, doing such work as that has 

 taught me how to use my fingers. What would be fatal clumsiness 

 in dissecting a flea is dehcacy itself in operating upon you ! " 



It would be easy to multiply illustrations of the every day value 

 of that facility of manipulation and delicacy of touch which the 

 microscopist necessarily acquires in the pursuit of his investigations; 

 but I forbear. Each of you, doubtless from personal observation 

 or experience, could supply many illustrations. Do not forget them 

 when estimating the educational value of the use of the microscope. 



In the next place, with regard to the Intellectual Faculties^ there 

 are very many ways in which the use of the microscope affords 

 opportunity for the development of the intellect. Speaking gener- 

 ally, it is obviously impossible to work honestly and industriously in 

 any department of natural science without profitably exercising the 

 intellectual faculties, in one way or other, to a greater or less extent. 

 In all such labour there is profit. But to take a special illustra- 

 tion, the microscopist has not only to learn to observe accurately ; 

 he must also learn to interpret correctly. In observation the senses 

 are especially called into play ,• but interpretation is essentially an 

 operation of the intellect. Let the same object be placed before 

 half-a-dozen observers, and let a full account be demanded from 

 each. Within certain limits all will probably agree. Beyond 

 such limits all may strikingly differ. As to what is seen there will 

 be unanimity ; but as to what is understood, there may arise the 

 greatest differences. Such differences will probably be found to 

 depend upon intellectual differences between the several observers. 



In learning to interpret correctly, the microscopist has a fine field 

 for the exercise of various powers of mind. He must learn to dis- 

 criminate between what is seen and what is supposed ; he must 

 learn how far he may safely advance, and where he must pause. 



The would-be discoverer is too apt to see a little, to imagine a 

 great deal, and then to elaborate results which for the moment 

 charm the fancy, but which are, as they soon prove, altogether base- 

 less and unreliable. The microscopist must learn especially to 



