Thus, the study of electrical polarization by the application of an electric field becomes the examination of the relation between two systems of vectors, and the writing out of a system of linear equations having 9 coefficients. The same system of equations holds for the relation between an electric field and an electric current in crystalline conductors; or for that between the temperature gradient and the heat current, except that the meaning of the coefficients must be changed. Similarly, a study of the general relations between a vector and a system of tensors can reveal all the characteristics of piezo-electric phenomena. And all the rich variety of the phenomena of elasticity depends on the relation between two sets of tensors which require, in principle, 36 coefficients. The foregoing brief exposition reveals the high philosophic import of these conceptions of symmetry which touch all natural phenomena, and whose profound significance Pierre Curie so clearly set forth. It is interesting in this connection to recall the relation which Pasteur saw between these same conceptions and the manifestations of life. "The universe," he said, "is a dissymmetric whole. I am led to believe that life, as it is revealed to us, must be a function of the dissymmetry of the universe, or of the consequences that it involves." As his organization of his work in the School progressed, Pierre Curie could begin to dream of going forward again with his experimental research. He could do so, however, only under most precarious conditions, for he had not even a laboratory for his personal work, nor a room of any kind entirely at his disposition. Besides, he possessed no funds to support his investigations. It was only after he had been several years at the School that he obtained, thanks to the influence of Schützenberger, a small annual subvention for his work. Up to that time the materials necessary for him were provided, thanks to the kindness of his superiors, to the extent possible, by drawing upon a very limited general fund of the teaching laboratory. As for a place to work in, he had to content himself with very little. He set up certain of his experiments in the rooms of his pupils when these were not in use. But more frequently he worked in an outside corridor running between a stairway and a laboratory. It was there that he conducted, in particular, his long research on magnetism. This abnormal state of affairs was manifestly prejudicial to his work, but it had, nevertheless, the happy result of bringing his students closer to him, for it allowed them, at times, to share in his personal scientific interests.