PRESIDENTIAL ADDRESS. 435 
many other useful objects. In connection with the manufacture of explosives 
the public should know that the ability to wage war is becoming more and more 
dependent on the work of chemists. When the supply of mineral nitrates is 
exhausted, or even before that event, the requisite nitrogen compounds will have 
to be provided in some other way, and almost certainly they will be obtained 
synthetically from the atmospheric gases which even now are becoming a com- 
mercial source. 
But students of history know that there are certain periods that for some 
unexplained reason are specially fruitful in certain departments of intellectual 
or artistic development. Professor Sir Walter Raleigh, for instance, 
The Time- a high authority on this subject, says: ‘The human body, so far 
spiritand as we know, has not been improved within the period recorded by 
Science. history; nor has the human mind, so far as we can judge, gained 
anything in strength or grace.’ Further, regarding literature : ‘ The 
question is not by how much we can excel our fathers, but whether with toil 
and pains we may make ourselves worthy to be ranked with them.’ Again: 
“In the beautiful art which models the human figure in stone or some other 
enduring material, who can hope to match the Greeks? In the art of building 
who can look at the crowded confusion of any great modern city, with all its 
fussy and meaningless wealth of decoration, like a pastrycook’s nightmare, and 
not marvel at the simplicity, the gravity, the dignity and the fitness of the 
ancient classic buildings? How can the seasoned wisdom of life be better or 
more searchingly expressed than in the words of Virgil or Horace, not to speak 
of more ancient teachers?’ Thus all things are not progressing. The time- 
spirit now, and for some two centuries past, seems to have chosen to take under 
its particular guardianship the physical and natural sciences, their cultivation 
and applications, rather than philosophy or architecture or sculpture, or painting 
or literature. We shall do well to recognise this, and not waste our resources 
in striving to fight against it. 
Large sums of money are expended in this country on the diffusion of some 
knowledge of chemistry among all classes of scholars and students; in fact, 
scarcely anyone escapes from a smattering, largely undigested if not 
Present in- indigestible, either forced on them by regulations or by the allure- 
discriminate ment of bribes in the form of prizes, scholarships, or academic 
elementary. laurels. And if this is not good for scholars or students, it is worse 
teaching and for masters or professors. Our professors work ‘ whole time’ at this 
neglect of ‘stall-feeding’ process, and if they happen to be strong men men- 
research. tally and physically they may be able when weary with work to 
devote any overtime to—what I submit is far the more important 
matter for the State—the advancement of science by research. But this pursuit 
requires, for its successful prosecution, for resource and initiative to be at their 
best, that all the faculties should be in readiness in their fullest strength, free- 
dom, and adaptability. How many, alas! are not strong men, and in their praise- 
worthy endeavours, notwithstanding, to contribute something to the achievements 
of their time succumb as martyrs to their devotion. The truth of this statement, I 
fear, is too well known to many of us here. In Germany this strain of elemen- 
tary teaching is more recent, and is only now being felt. Professor Emil Fischer 
in his address (loc. cit.) says of it: ‘During the last ten years a scheme of prac- 
tical education of the masses has developed.’ ‘But this very education of the 
masses tends mentally to exhaust the teacher, and to a great extent, certainly to 
a higher degree than is desirable or indeed compatible with the creative power 
of the investigator, there prevails in modern educational laboratories a con- 
dition of overstrained activity.’ And again, ‘In the harassing cares of the day 
the teacher too readily loses that peace of mind and broad view of scientific 
matters necessary for tackling the larger problems of research.’ Laboratories, 
he says, are wanted ‘which should permit of research in absolute tranquillity. 
unencumbered by the duties of teaching.’ I have given these quotations from 
Professor Fischer’s address as indicating the matured judgment of a highly com- 
petent authority, communicated in the presence of the German Emperor on an 
historic occasion. His words are words of great weight, and no country which 
regards its future welfare can afford to ignore them. gd ‘ee 
Sir Walter Raleigh (/oc. cit.) says that every university is bound to help the 
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