The subject of natural philosophy had become so extensive in 1846 that Professor J. P. Nichol called attention to the necessity for special arrangements for its adequate teaching. What would he say if he could survey its dimensions at the present time! To give even a brief outline of the principal topics in dynamics, heat, acoustics, light, magnetism, and electricity is more than can be accomplished in any course of university lectures; and the only way to teach well and economically the large numbers of students[16] who now throng the physics classes is to give each week, say, three lectures as well considered and arranged as possible, without any interruption from oral examination, and assemble the students in smaller classes two or three times a week for exercises and oral examination. Thomson stated his views as to examinations and lectures in the Bangor address. "The object of a university is teaching, not testing, ... in respect to the teaching of a university the object of examination is to promote the teaching. The examination should be, in the first place, daily. No professor should meet his class without talking to them. He should talk to them and they to him. The French call a lecture a conférence, and I admire that idea. Every lecture should be a conference of teachers and students. It is the true ideal of a professorial lecture. I have found that many students are afflicted when they come up to college with the disease called 'aphasia.' They will not answer when questioned, even when the very words of the answer are put in their mouths, or when the answer is simply 'yes' or 'no.' That disease wears off in a few weeks, but the great cure for it is in repeated and careful and very free interchange of question and answer between teacher and student.... Written examinations are very important, as training the student to express with clearness and accuracy the knowledge he has gained, but they should be once a week to be beneficial."