604 
posing at least to devote their whole energies 
to the science. Scotland, in many respects 
the forerunner of England in intellectual 
matters, had not so much need of change ; 
but she, too, has moved in the same direc- 
tion, as has also the sister island. 
And if we turn to this Western Conti- 
nent, we find in Canada and in the States 
the same notable enlargement of physio- 
logical opportunity, or evena still more no- 
table one. If the English-speaking physi- 
ologist dots on the map each place on 
this Western Hemisphere which is an aca- 
demic focus of his science, he may well be 
proud of the opportunities now afforded for 
the development of English physiology ; 
and the greater part of this has come within 
the last thirteen years. 
Professorial chairs or their analogues are, 
however, after all but a small part of the 
provision for the development of physio- 
logical science. The heart of physiology 
is the laboratory. It is this which sends 
the life-blood through the frame; and in 
respect to this, perhaps, more than to any- 
thing else, has the progress of the past 
thirteen years been striking. Doubtless, 
on both sides of the waters there were 
physiological laboratories, and good ones, 
in 1884; but how much have even these 
during that period been enlarged and im- 
proved, and how many new ones have been 
added? In how many places, even right 
up to about 1884, the professor or lecturer 
was fain to be content with mere lecture 
experiments and a simple course of histol- 
ogy, with perhaps a few chemical exercises 
for his students! Now each teacher, how- 
ever modest his post, feels and says that 
the authorities under whom he works are 
bound to provide him with the means of 
leading his students along the only path by 
which the science can be truly entered 
upon, that by which each learner repeats 
for himself the fundamental observations 
on which the science is based. 
SCIENCE. 
[N. S. Vou. VI. No. 147. 
But there is a still larger outcome from 
the professorial chair and the physiological 
laboratory than the training of the student; 
these are opportunities not for teaching 
only, but also for research. And perhaps 
in no respect has the development during 
the past thirteen years been so marked as. 
in this. Never so clearly as during this. 
period has it become recognized that each 
post for teaching is no less a post for learn- 
ing, that among academic duties the mak- 
ing knowledge is as urgent as the distribu- 
ting it, and that among professorial quali- 
fications the gift of garnering in new truths. 
is at least as needful as facility in the di- 
dactic exposition of old ones. Thirteen 
years has seen a great change in this mat- 
ter, and the progress has been perhaps 
greater on this side of the water than on 
the other, so far as English-speaking people: 
are concerned. We on the other side have 
witnessed with envy the establishment on 
this side of a university, physiology having 
in it an honored place, the keynote of which 
is the development of original research. It 
will, I venture to think, be considered a, 
strong confirmation of my present theme 
that the Clark University at Worcester 
was founded only ten years ago. 
And here, as an English-speaking per- 
son, may I be allowed to point out, not with- 
out pride, that these thirteen years of in- 
creased opportunity have been thirteen years 
of increased fruitfulness. In the history of 
our science, among the names of the great 
men who have made epochs, English names, 
from Harvey onwards, occupy no mean 
place ; but the greatness of such great men 
is of no national birth ; it comes as it lists, 
and is independent of time and of place. If 
we turn to the more everyday workers, 
whose continued labors more slowly build 
up the growing edifice and provide the 
needful nourishment for the greatness of 
which I have just spoken, we may, I will 
dare to say, affirm that the last thirteen 
