DESCRIPTION OF LABORATORIES 5 
preparation of leather, glues, gelatine, bone black, fat, tallow, horn, albumen, the scientific 
basis on which rests each of these various industries is but a chapter of Physiology. Hence 
it comes that in the comprehensive view of the educationalist the lecture theatre and 
the laboratory of Physiology become prominent in the modern University — in University 
College. 
But it will grow so more as there becomes realised the truth tliat Science and Applied 
Science are, in regard to education, one and the same thing and indivisible. One hears it said that 
applied science, not theoretical science, is the great national educational need. Many have written 
how the campaign of Sadowa was won by the schoolmaster. Certain it is he triumphed at Sedan 
and at Versailles. Perhaps the most salient mark left by that blow on France has been the 
regeneration of her educational system, with, as its foremost feature, the renascence of her 
universities. A resilient nation recognised a great source of weakness, and set forthwith to work 
to right it. A subtler, bloodless but not less fateful, war wages perennially about the industries and 
markets of the world. Trade is no peaceful thing. Each people must equip its citizens not 
necessarily with the sword, but with the body and mind, with the knowledge of the skilful 
hand and of the sensual eye, and of the intellectual eye. Then comes the issue. Is this means, 
this weapon, to be ' science pure,' or to be that much spoken of ' science applied ' ? The question 
is urgent. It is before us now. Busy common sense — often too busy to think, though not too 
busy to read newspapers — seems to voice itself against pure science as 'taking too much time.' 
What the populace asks to have is the 'applications' without the 'science:' the desire is as 
futile as a child's fairy fancy. 
For society to draw due benefit from wells of natural knowledge three classes of 
workers must co-operate. First the investigator, who, pursuing truth, extends discovery for 
knowledge's own sake, with little or no reference to practical ends. He constitutes the fountain- 
head of the knowledge that is for distribution. The largeness and nearness of the material results 
that indirectly flow from his enquiries, cause to be habitually forgotten by the general community 
the, in their eyes insignificant, small spiritual beginnings that were his labour and reward. The 
seed is his, for he not only reared but set it. To do the rest is ' easy when all have got the seed.' 
The nation that starves the sower, or elsewise destroys him, nay even fails to secure to him free 
scope and encouragement, loses not only the germ, the motive power of this kind of intellectual 
progress, but infallibly severs itself from the real springs of industrial life. After the investigator 
there comes, in the second place, the teacher. To him it belongs to diffuse the knowledge won by 
the discoverer. This honourable and difficult task receives perhaps its final sanctification when 
the teacher himself works to add a rill to the great widening stream of scientific discovery. 
Instructive lectures may be given by men of ability the whole of whose knowledge is second- 
hand, but it may be doubted whether the real life of science can be fully felt and communicated 
by one who has not himself learnt by direct enquiry from nature. That is part of the secret of 
the value the teacher of natural science has empirically come to find in practical lessons in the 
Laboratory, in the teaching by what the French term maitres de conferences. Thirdly, there is the 
applier of natural knowledge, whose vocation is to make scientific knowledge serve the bodily 
