ADDRESS. 15 
condition for success is that our science chairs should be greatly increased, 
so that teachers should not be wholly absorbed in the duties of instruc- 
tion. Germany subdivides the sciences into various chairs, and gives to 
the professors special laboratories. It also makes it a condition for the 
higher honours of a university that the candidates shall give proofs cf 
their ability to make original researches. Under such a system, teaching 
and investigation are not incompatible. In the evidence before the 
Science Commission many opinions were given that scientific men en- 
gaged in research should not be burdened with the duties of education, 
and there is much to be said in support of this view when a single 
professor for the whole range of a physical science is its only represen- 
tative in a university. But I hope that such a system will not long 
continue, for if it do we must occupy a very inferior position as a nation 
in the intellectual competition of Europe. Research and education in 
limited branches of higher knowledge are not incompatible. It is true 
that Galileo complained of the burden imposed upon him by his numerous 
astronomical pupils, though few other philosophers have echoed this com- 
plaint. Newton, who produced order in worlds, and Dalton, who brought 
atoms under the reign of order and number, rejoiced in their pupils. 
Lalande spread astronomers as Liebig spread chemists, and Johannes 
Miiller biologists, all over the world. Laplace, La Grange, Dulong, 
Gay Lussac, Berthollet, and Dumas were professors as well as discoverers 
in France. In England our discoverers have generally been teachers. 
In fact I recollect only three notable examples of men who were not— 
Boyle, Cavendish, and Joule. It was so in ancient as well as in modern 
times, for Plato and Aristotle taught and philosophised. If you do not 
_ make the investigator a schoolmaster, as Dalton was, and as practically 
| 
our professors are at the present time, with the duty of teaching all 
branches of their sciences, the mere elementary truths as well as the 
highest generalisations being compressed into a course, it is well that 
they should be brought into contact with the world in which they live, 
_ 80 as to know its wants and aspirations. They could then quicken the 
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pregnant minds around them, and extend to others their own power and 
love of research. Goethe had a fine perception of this when he wrote— 
Wer in der Weltgeschichte lebt, 
Wer in die Zeiten schaut, und strebt, 
Nur der ist werth, zu sprechen und zu dichten. 
Our universities are still far from the attainment of a proper com- 
bination of their resources between teaching and research. Even Oxford 
and Cambridge, which have done so much in recent years in the equip- 
ment of laboratories and in adding to their scientific staff, are still far 
behind a second-class German university. The professional faculties of 
the English universities are growing, and will diffuse a greater taste for 
Science among their students, though they may. absorb the time of the 
limited professoriate so as to prevent it advancing the boundaries of 
