It is to me a valued privilege to take part to-day in the centenary celebration of such a man. The years slip away, and I am probably the only geologist now alive who knew Hugh Miller well. He was my earliest scientific friend. Some boyish articles I had written in an Edinburgh newspaper on a geological excursion to the Isle of Arran had gained me his acquaintance, and ever thereafter I enjoyed his friendship and profited by his encouragement. To his helpful intervention I owed my introduction to Murchison, and thence my entry into the Geological Survey. His death was one of the great bereavements of my youth. It is therefore with heartfelt gratification that here, in his native town, so early familiar to me from his graphic descriptions, I find myself permitted on this public occasion gratefully to express my life-long indebtedness to him for his noble example, for the stimulus of his writings, and for the personal kindness which I received at his hands. FOOTNOTES: [99] An Address given at the Centenary Celebration of his Birth held in Cromarty on 22nd August, 1902. [100] See _ante_, p. 128. [101] The passage has been cited on p. 128. IX Science in Education[102] When the history of Education during the nineteenth century comes to be written, one of its most striking features will be presented by the rise and growth of Science in the general educational arrangements of every civilised country. At the beginning of the century our schools and colleges were still following, with comparatively little change, the methods and subjects of tuition that had been in use from the time of the Middle Ages. But the extraordinary development of the physical and natural sciences, which has done so much to alter the ordinary conditions of life, has powerfully affected also our system of public instruction. The medieval circle of studies has been widely recognised not to supply all the mental training needed in the ampler range of modern requirement. Science has, step by step, gained a footing in the strongholds of the older learning. Not without vehement struggle, however, has she been able to intrench herself there. Even now, although her ultimate victory is assured, the warfare is by no means at an end. The jealousy of the older régime and the strenuous, if sometimes blatant, belligerency of the reformers have not yet been pacified; and, from time to time, within our public schools and universities, there may still be heard the growls of opposition and the shouts of conflict. But these sounds are growing fainter. Even the most conservative don hardly ventures nowadays openly to denounce science and all her works. Grudgingly, it may be, but yet perforce, he has to admit the teaching of modern science to a place among the subjects which the university embraces, and in which it grants degrees. In our public schools a 'modern side' has been introduced, and even on the classical side an increasing share of the curriculum is devoted to