[Meanwhile he was asked if he would appear before the Commission and give evidence--to "talk without interrogation" so as to convince the Commission of the inadequacy of the teaching of science in general and of the absence of means and appliances for the higher teaching. This he did early in January 1893, representing partly his own views, partly those of the Association, to whom he read what he proposed to say, before being authorised to speak on their behalf. His position is finally defined by the following letter:--] February 9, 1893. Dear Professor Weldon, I wish anything I have said or shall say about the organisation of the New University to be taken in connection with the following postulates which I conceive to be of primary importance: 1. The New University is not to be a separate body from the present University of London. 2. All persons giving academic instruction of a certain rank are to be "University Professors." 3. The Senate is to contain a large proportion of representatives of the "University Professors" with a limited term of office (say five years). 4. The University chest is to receive all fees and other funds for University purposes; and the Professors are to be paid out of it, according to work done for the University--thus putting an end to the present commercial competition of teaching institutions. 5. In all questions of Teaching, Examination, and Discipline the authority of the Senate is to be supreme--(saving appeal to the Privy Council). Your questions will be readily answered if these postulates are kept in view. In the case you put, the temptation to rivalry would not exist; and I should imagine that the Senate would refuse funds for the purpose of duplicating an existing Institution, unless very strong grounds for so doing could be shown. In short, they would adopt the plan which commends itself to you. That to which I am utterly opposed is the creation of an Established Church Scientific, with a hierarchical organisation and a professorial Episcopate. I am fully agreed with you that all trading competition between different teaching institutions is a thing to be abolished (see Number 4 above). On the other hand, intellectual competition is a very good thing, and perfect freedom of learning and teaching the best of all things.