The Statistique, which I am following in this account, thus sums up the founder's intention: "Le Collége Royal avait pour mission de propager les nouvelles connaissances, les nouvelles découvertes. Il n'enseignait pas la science faite, il la faisait." It was on account of this more than on account of anything else that it found its greatest enemy in the university. The founding of this new college, and the great excitement its success occasioned in Paris, were, there can be little doubt, among the factors which induced Gresham to found his college in London in 1574. These two institutions played a great part in their time. Gresham College, it is true, was subsequently strangled, but not before its influence had been such as to permit the Royal Society to rise phoenixlike from its ashes; for it is on record that the first step in the forming of this society was taken after a lecture on astronomy by Sir Christopher Wren at the college. All connected with them felt in time the stupendous change of thought in the century which saw the birth of Bacon, Galileo, Gilbert, Hervey, Tycho Brahe, Descartes, and many others that might be named; and of these, it is well to remark, Gilbert,[41] Hervey, and Galileo were educated in medical schools abroad. Bacon was not only the first to lay down _regulæ philosophandi_, but he insisted upon the far-reaching results of research, not forgetting to point out that "_lucifera experimenta, non fructifera quærenda_,"[42] as a caution to the investigator, though he had no doubt as to the revolution to be brought about by the ultimate application of the results of physical inquiry. As early as 1560 the Academia Secretorum Naturæ was founded at Naples, followed by the Lincei in 1609, the Royal Society in 1645, the Cimento in 1657, and the Paris Academy in 1666. From that time the world may be said to have belonged to science, now no longer based merely on observation but on experiment. But, alas! how slowly has it percolated into our universities. The first organized endeavor to teach science in schools was naturally made in Germany (Prussia), where, in 1747 (nearly a century and a half ago), Realschulen were first started; they were taken over by the Government in 1832, and completely reorganized in 1859, this step being demanded by the growth of industry and the spread of the modern spirit. Eleven hours a week were given to natural science in these schools forty years ago.