Annual Report of the Council. lvii 



which he had come to the conclusion that scientific instruction 

 should form an integral part. Can this stage in the evolution 

 of Roscoe's educational work be profitably discussed by one 

 whose insight into its initial stages must, for the most obvious of 

 reasons, be at fault ? On the other hand, inasmuch as we stood 

 side by side during more than two thirds of the part of his 

 life which he spent at Manchester as a professor at Owens 

 College and the Victoria University, I feel able to bear witness 

 to something more than the success which attended his un- 

 wearying labours among us. Without him. the college in Quay 

 Street would not have aveited the humiliating collapse which 

 was threatening it at the time of his arrival; without him, it 

 would not have developed into what it had become when it 

 vindicated to itself recognition as the single college of a national 

 university. The main reason of this growth can be stated in the 

 briefest of ways: it lay in" the fact that Roscoe's chemical 

 laboratory had become the foremost in this country. Its advance 

 to this position had been consciously planned by him. Much 

 of the secret he had learned from Bunsen at Heidelberg — more 

 was due to his own genius as a teacher, organiser and adminis- 

 trator. He refers in his Autobiography, rather perfunctorily 

 perhaps, to the oft-debated question of the tutorial versus the 

 professorial system of teaching ; but it is quite certain that the 

 chief advantages of both were combined in his own method as a 

 teacher — pursued as it was from the one point of view of the 

 advancement of learning by the inculcation and experimental 

 illustration of scientific principles as well as by the encourage- 

 ment of steadfast individual labour in the search after wholly or 

 partially hidden natural truths. Class-room and laboratory thus 

 supplement each other : and original research — a term with 

 which, notwithstanding its rather hackneyed use, we cannot 

 afford to dispense — becomes the cause of scientific education. 



Inspired by the examples of Dalton and Joule, and with 

 Frankland as his predecessor in his professorial chair, Roscoe 

 became the real founder of the Manchester School of Chemistry. 

 Into what kind of school it grew, is shown by the distinguished list 



