Many more passages could be quoted from Tyndall’s “Summary and Conclusions” of his American lectures. Suffice it to say here that the cause of scientific research in this country never had a more eloquent advocate than Tyndall. The message which he delivered in his American lecture tour in 1872-1873 was heard and heeded in every part of the United States and of the British Empire. It is no exaggeration to say that the response to this call was the movement for scientific research in American colleges and universities which dates from those memorable years. It was in its earliest days under the leadership of the famous Joseph Henry, President Barnard, and other American scientists who had associated themselves in the National Academy of Sciences which was chartered by an act of Congress in 1863. I shall try to show in the course of this narrative that it was the greatest intellectual movement in the United States, producing results of which nobody could even have dreamed fifty years ago; and the end is not yet in sight. Tyndall had called my attention to volume VIII of _Nature_. The article on Faraday I had read before, but there were a large number of other communications advocating strongly the stimulation of scientific research in colleges and universities. Tyndall’s “Summary and Conclusions” had aroused a deep interest in my mind for these things, and besides, they furnished a most welcome sidelight upon the Cambridge movement which, as described above, I had felt before I met Tyndall. The University of Cambridge was severely criticised in these communications by some Cambridge dons themselves on account of the alleged entire absence of the scientific research stimulus. One of these criticisms is so characteristic of the feeling of Cambridge in 1873 that it deserves a special reference. It is in volume VIII of _Nature_ and is entitled: “A Voice from Cambridge.” A very brief abstract follows: It is known all over the world that science is all but dead in England. By science, of course, we mean that searching for new knowledge which is its own reward.... It is also known that science is perhaps deadest of all at our universities. Let any one compare Cambridge, for instance, with any German university; nay, with even some provincial offshoots of the University of France.... What, then, do the universities do? They perform the functions, for too many of their students, of first-grade schools merely, and that in a manner about which opinions are divided; and superadded to these is an enormous examining engine, on the most approved Chinese model, always at work....