Speaking for physical sciences I can say that in those days there was no lack of trained scientists who could easily have extended the work of the American college, and added to it a field of advanced work resembling closely the activity of the European universities. Most of these men had received their higher academic training in European universities, and quite a number of them came from Johns Hopkins. But there were two obstacles: first, lack of experimental-research facilities; second, lack of leisure for scientific research. Rowland and his followers recognized the existence of these obstacles, and demanded reform. Most of the energy of the teachers of physical sciences was consumed in the lecture-room; they were pedagogues, “pouring information into passive recipients,” as Barnard described it. My own case was a typical one. How could I do any research as long as I had at my disposal a dynamo, a motor, an alternator, and a few crude measuring instruments only, all intended to be used every day for the instruction of electrical-engineering students? When the professor of engineering died, in the summer of 1891, a part of his work, theory of heat and hydraulics, was assigned to me. The professor of dynamics died a little later, and his work also was transferred to me. I was to carry the additional load of lecture-room work temporarily, but was relieved from it, in part only, after several years. As a reward my title was advanced to adjunct professor, with an advance of salary to two thousand five hundred dollars per annum. But in return for this _royal_ salary I had to lecture three to four hours each forenoon, and help in the electrical laboratory instruction in the afternoons. While this pedagogic load was on my back scientific research could not be seriously thought of. My young colleagues in other colleges were similarly situated. This overloading of young scientists with pedagogic work threatened to stunt, and often did stunt, their growth and also the growth of the rising American university. “Let chairs be founded, sufficiently but not luxuriously endowed, which shall have original research for their main object and ambition,” was the historic warning which Tyndall addressed to the American people in 1873, but in 1893 there was little evidence that it was heeded anywhere outside of Johns Hopkins University. But there they had Rowland and a number of other stars of the first magnitude who had succeeded Joseph Henry, Barnard, and Draper as leaders of the great movement in favor of higher scientific research. In 1883 Rowland delivered a memorable address as vice-president of one of the sections of the American Association for the Advancement of Science. It was entitled, “A Plea for Pure Science,” and described the spirit not only of Johns Hopkins of those days but also of all friends of higher learning in science. That spirit was advocated here by Tyndall in 1872-1873, and under Rowland’s leadership