PRESIDENTS ADDRESS. XXXVll 



Mr. Dawson graduated from Edinburgh University at the age of 26. 

 For four years he studied geology, travelling part of the time with Sir 

 Charles Lyell, the greatest geologist of the world. At tho age of 

 thirty he was superintendent of schools for JS'ova Scotia, and did much 

 to lay the foundation of our present educational system. In 1855 he 

 was appointed Principal of McGill University, a position which he held 

 until 1893, until he and the University had become famous the world 

 over. 



He was capable of a prodigious amount of hard work. In his 

 favorite science he kept in the foremost rank, but he found it difficult 

 to avail himself of the light thrown upon natural phenomena by the 

 theory of evolution of which he was a most uncompromising oppo- 

 nent. 



His extraordinary industry is shown by the large number of books 

 and scientific articles which he wrote. Some of them were of very 

 great value and are still used as text books. 



His eminent services to science were acknowledged by his appoint- 

 ment as first President of the Royal Society of Canada in 1882, his 

 election in the same year as President of the American Geological 

 Association, and of the British Association in 1886. He received 

 honorary degrees fram various universities, and was knighted in 1884. 



At the close of my address last year I referred to the fact that 

 science was much neglected or very badly taught in our schools. As a 

 remedy I suggested (a) that the colleges prescribe science as a subject 

 for matriculation, (b) that for the academic license more scholarship, 

 especially in practical science, and a long course of the best professional 

 training be made imperative, (c) that higher qualifications in science be 

 required for B licenses, and (d) that a large part of the provincial 

 examination in science for grade A consist of laboratory work. 



The progress of science teaching in other countries during the last 

 year has all been in confirmation of the soundness of these principles. 

 No doubt the time is near when we also must adopt them. When that 

 day comes, and not until then, science will make satisfactory progress 

 in all our educational institutions. 



But it is perhaps more especially the province of this Institute to 

 awaken the public to an interest in general science and to stimulate and 

 assist individuals in particular fields of research. 



