OPENING ADDRESS— MACGREGOR, 187 
to the knowledge of its local Natural History and Geology, 
the two departments in which the work of the Institute for the 
most part lies. The knowledge of the geographical distribu- 
tion of its plants and animals, for example, makes at first very 
rapid strides, but progresses more slowly as time goes on. The 
discovery of new species becomes more and more rare and the 
recognition of new species as new involves ever increasing 
research. So, also, the ain features of the geological character 
of a new country are apparent even to an observer who is pro- 
vided with no large stock of geological lore, whereas when the 
surface problems are solved and more intricate questions come to 
be investigated, their solution is found to require thorough know- 
ledge and deep research. We cast no slur upon the early work- 
ers in the Natural Science of this Province when we say that 
much of their work was of a character that required no very 
thorough scientific training. Nor do we glorify ourselves when 
we assert that in these latter days the problems that confront us 
are, in general, of a higher and more difficult order than those 
which naturally first presented themselves for solution. 
Unfortunately, scientific education in Nova Scotia has not 
kept pace with scientific investigation ; and now, when progress 
in our local scientific knowledge demands more thorough training 
than in former years, we find ourselves with no body of young 
men whom our Schools and Colleges have provided with the 
necessary training, and with but few who have had the energy 
to train themselves. We lack even the constituency which most 
scientific societies find in the Colleges themselves. If we look 
through the records of such societies, we find that usually a large 
proportion of their memoirs are contributed by College Professors, 
men who are appointed not only to teach but to extend the 
bounds of the departments of science which they profess, and 
who for that purpose are enabled to devote their whole attention 
to comparatively small departments. Our Colleges are so small 
and so poorly equipped that in general their Professors require 
to teach, and therefore to spend their time in studying, several 
subjects instead of one. And it is consequently almost impossible 
for them, however able they may be, to lend a hand in work 
