I ought to apologise to you for dwelling so long upon this subject; but the days spent among these young philosophers made a deep impression on me. I learned among them something of myself and of human nature, and obtained some notion of a teacher's vocation. If there be one profession in England of paramount importance, I believe it to be that of the schoolmaster; and if there be a position where selfishness and incompetence do most serious mischief, by lowering the moral tone and exciting irreverence and cunning where reverence and noble truthfulness ought to be the feelings evoked, it is that of the principal of a school. When a man of enlarged heart and mind comes among boys, when he allows his spirit to stream through them, and observes the operation of his own character evidenced in the elevation of theirs,--it would be idle to talk of the position of such a man being honourable. It is a blessed position. The man is a blessing to himself and to all around him. Such men, I believe, are to be found in England, and it behoves those who busy themselves with the mechanics of education at the present day, to seek them out. For no matter what means of culture may be chosen, whether physical or philological, success must ever mainly depend upon the amount of life, love, and earnestness, which the teacher himself brings with him to his vocation. Let me again, and finally, remind you that the claims of that science which finds in me to-day its unripened advocate, are those of the logic of Nature upon the reason of her child--that its disciplines, as an agent of culture, are based upon the natural relations subsisting between Man and the universe of which he forms a part. On the one side, we have the apparently lawless shifting of phenomena; on the other side, mind, which requires law for its equilibrium, and through its own indestructible instincts, as well as through the teachings of experience, knows that these phenomena are reducible to law. To chasten this apparent chaos is a problem which man has set before him. The world was built in order: and to us are trusted the will and power to discern its harmonies, and to make them the lessons of our lives. From the cradle to the grave we are surrounded with objects which provoke inquiry. Descending for a moment from this high plea to considerations which lie closer to us as a nation--as a land of gas and furnaces, of steam and electricity: as a land which science, practically applied, has made great in peace and mighty in war: I ask you whether this 'land of old and just renown' has not a right to expect from her institutions a culture more in accordance with her present needs than that supplied by declension and conjugation? And if the tendency should be to lower the estimate of science, by regarding it exclusively as the instrument of material prosperity, let it be the high mission of our universities to furnish the proper