It is mainly through the eyes that we gain our knowledge and appreciation of the world in which we live. But we are not all equally endowed with the gift of intelligent vision. On the contrary, in no respect, perhaps, do we differ more from each other than in our powers of observation. Obviously, a man who has a quick eye to note what passes around him must, in the ordinary affairs of life, stand at a considerable advantage over another man who moves unobservantly on his course. We cannot create an observing faculty any more than we can create a memory, but we may do much to develop both. This is a feature in education of much more practical and national importance than might be supposed. I suspect that it lies closer than might be imagined to the success of our commercial relations abroad. Our prevalent system of instruction has for generations past done nothing to cultivate the habit of observation, and has thus undoubtedly left us at a disadvantage in comparison with nations that have adopted methods of tuition wherein the observing faculty is regularly trained. With our world-wide commerce we have gone on supplying to foreign countries the same manufactured goods for which our fathers found markets in all quarters of the globe. Our traders, however, now find themselves in competition with traders from other nations who have been trained to better use of their powers of observation, and who, taking careful note of the gradually changing tastes and requirements of the races which they visit, have been quick to report these changes and to take means for meeting them. Thus, in our own centres of trade we find ourselves in danger of being displaced by rivals with sharper eyes and greater powers of adaptation. It is the special function of science to cultivate this faculty of observation. Here in Mason College, from the very beginning of your scientific studies you have been taught to use your eyes, to watch the phenomena that appear and disappear around you, to note the sequence and relation of these phenomena, and thus, as it were, to enter beneath the surface into the very soul of things. You cannot, however, have failed to remark among your fellow-students great inequalities in their powers of observation, and great differences in the development of these powers under the very same system of instruction. And you may have noticed that, speaking generally, those class-mates who have shown the best observing faculty have taken a foremost place among their fellows. It is not a question of mere brain-power. A man may possess a colossal intellect, while his faculty of observation may be of the feeblest kind. One of the greatest mathematicians of this century who, full of honours, recently passed away from us, had so little cognisance of his surroundings, that many ludicrous stories are told of his child-like mistakes as to place and time.