over the intricacies of the Calculus, to the elucidation of phe- 

 nomena seemingly the most trivial, or relations the most 

 abstract and etherial, undisturbed by the invidious <|uesti<m. 

 </// hono ? or by the inability, either of himself or other--. 

 to perceive at onee the utility of his results. Or, on the 

 other hand, he will, if he choose, engage, heart and soul, in 

 applying science to the arts of life, and concern himself 

 with new facts and principles only as he sees in them new 

 m-Miis of aiding industry, and opening up the resources of tnnl.- 

 and commerce. In either case, he will find full scope for his 

 utmost energies. But his success as a theorist' will be all the 

 more certain, if he constantly test theory by the problems of 

 practice, and his efficiency as a worker for material progi 

 will be in no wise diminished, but rather enhanced, if he pay 

 court to abstract science, as he shall have opportunity, and 

 treat her as befits her native dignity, not as a mere drudge. 

 Newton, the prince of theorists, was also one of England's most 

 efficient Masters of the Mint. The notion that scientific men 

 are mere visionaries, and unfit for the business of life, is one of 

 the prejudices of the remote past, and can never be revived, 

 while a symmetrical training shall characterize our schools 

 of science. 



These prefatory thoughts on the relations of the theoretical 

 to the practical in science, and in Scientific Education, while 

 not unsuitable to be borne in mind by those about to leave the 

 institution and enter on the active duties of life, serve also 

 fitly to introduce the theme to which I now more particularly 

 invite your attention : 



SCIENTIFIC EDUCATION IN ITS RELATIONS TO INDDSTUY. 



The increasing demand for scientific instruction in our sys- 

 tems of education, at the present day, is a noteworthy and 



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