Whether Professor Thomson read the whole of the Introductory Lecture on the first occasion is uncertain--Clerk Maxwell is said to have asserted that it was closely adhered to, for that one time only, and finished in much less than the hour allotted to it. In later years he had never read more than a couple of pages when some new illustration, or new fact of science, which bore on his subject, led him to digress from the manuscript, which was hardly ever returned to, and after a few minutes was mechanically laid aside and forgotten. Once on beginning the session he humorously informed the assembled class that he did not think he had ever succeeded in reading the lecture through before, and added that he had determined that they should hear the whole of it! But again occurred the inevitable digression, in the professor's absorption in the new topic the promise was forgotten, and the written lecture fared as before! These digressions were exceedingly interesting to the best students: whether they compensated for the want of a carefully prepared presentation of the elements of the subject, suited to the wants of the mass of the members of the class, is a matter which need not here be discussed. All through his elementary lectures--introductory or not--new ideas and new problems continually presented themselves. An eminent physicist once remarked that Thomson was perhaps the only living man who made discoveries while lecturing. That was hardly true; in the glow of action and stress of expression the mind of every intense thinker often sees new relations, and finds new points of view, which amount to discoveries. But fecundity of mind has, of course, its disadvantages: the unexpected cannot happen without causing distractions to all concerned. A mind which can see a theory of the physical universe in a smoke-ring is likely, unless kept under extraordinary and hampering restraint, to be tempted to digress from what is strictly the subject in hand, to the world of matters which that subject suggests. Professor Thomson was, it must be admitted, too discursive for the ordinary student, and perhaps did not study the art of boiling down physical theories to the form most easily digestible. His eagerness of mind and width of mental outlook gave his lectures a special value to the advanced student, so that there was a compensating advantage.