out timid and faltering suggestions as to what should be done; while at the opposite pole of society, committees of working-men have expressed their conviction that scientific training is the one thing needful for their advancement, whether as men, or as workmen.  Only the other day, it was my duty to take part in the reception of a deputation of London working men, who desired to learn from Sir Roderick Murchison, the Director of the Royal School of Mines, whether the organization of the Institution in Jermyn Street could be made available for the supply of that scientific instruction, the need of which could not have been apprehended, or stated, more clearly than it was by them.

The heads of colleges in our great Universities (who have not the reputation of being the most mobile of persons) have, in several cases, thought it well that, out of the great number of honours and rewards at their disposal, a few should hereafter be given to the cultivators of the physical sciences.  Nay, I hear that some colleges have even gone so far as to appoint one, or, may be, two special tutors for the purpose of putting the facts and principles of physical science before the undergraduate mind.  And I say it with gratitude and great respect for those eminent persons, that the head masters of our public schools, Eton, Harrow, Winchester, have addressed themselves to the problem of introducing instruction in physical science among the studies of those great educational bodies, with much honesty of purpose and enlightenment of understanding; and I live in hope that, before long, important changes in this direction will be carried into effect in those strongholds of ancient prescription.  In fact, such changes have already been made, and physical science, even now, constitutes a recognised element of the school curriculum in Harrow and Rugby, whilst I understand that ample preparations for such studies are being made at Eton and elsewhere.

Looking at these facts, I might perhaps spare myself the trouble of giving any reasons for the introduction of physical science into elementary education; yet I cannot but think that it may be well, if I place before you some considerations which, perhaps, have hardly received full attention.

At other times, and in other places, I have endeavoured to state the higher and more abstract arguments, by which the study of physical science may be shown to be indispensable to the complete training of the human mind; but I do not wish it to be supposed that, because I happen to be devoted to more or less abstract and “unpractical” pursuits, I am insensible to the weight which ought to be attached to that which has been said to be the English conception of Paradise—­“namely, getting on.”  I look upon it, that “getting on” is a very important matter indeed.  I do not mean merely for the sake of the coarse and tangible results of success, but because humanity is so constituted that a vast number of us would never be impelled to those stretches of exertion which make us wiser and more capable men, if it were not for the absolute necessity of putting on our faculties all the strain they will bear, for the purpose of “getting on” in the most practical sense.