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gladly receive it, when presented to them by an intelligent in- 

 formant. Nay, I do not see why the proposing of well-considered 

 questions might not be considered relevant to the purpose of our 

 evening meetings. Those who, from heavy professional occupa- 

 tions, cannot advance beyond the outskirts of any science, would be 

 very troublesome members of society were they perpetually invading 

 the studies of the learned, and applying for the solution of their 

 doubts and difficulties. Yet such sciolists, among whom I must 

 honestly class myself, have, in virtue of their fellowship, some claim 

 upon the assistance of their more learned brethren ; and that assist- 

 ance might be easily afforded, if the proposing of a reasonable ques- 

 tion, not pointedly addressed to any individual, were to be considered 

 as an allowable and ordinary proceeding in our evening meetings. 

 These suggestions may appear trifling or impracticable. My pur- 

 pose will be served if only the attention of the more earnest working 

 members of the Society be turned to the fact that the proceedings at 

 our meetings possess little attraction for a great portion of the 

 Fellows ; and if they are led to devise some better plan for popu- 

 larizing, without degrading, the public business of the Society. 



I suppose, that if any of us were asked. What is the purpose of the 

 Royal Society ? he would answer generally, the promotion of science. 

 But this formula, the promotion of science, may be taken in various 

 senses. In one sense, and that the highest, a philosopher promotes 

 science when he observes and publishes facts unknown before, or when 

 he reduces known facts under the conditions of a new law. In either 

 case he promotes science by increasing the number of things which 

 may be known by study alone without invention. But the school- 

 master, in another sense, promotes science when he excites to the 

 pursuit of science minds which, without such excitement, would have 

 remained trifling or inert ; when he smooths difficulties which would 

 have discouraged, or altogether stopped, the progress of the young 

 student ; and in some, though certainly in a much lower degree, 

 when he merely communicates to his pupils his own knowledge of 

 the facts and laws of nature. The philosopher, in the successful 

 exercise of his vocation, makes things knowable ; the schoolmaster, 

 in his vocation, makes them to be actually known. So far as I can 

 see, these are the only two methods in which science can be directly 

 promoted ; and the question is, in which of these ways is it that our 

 Society ought to labour for the promotion of science. Individual 



