In order to teach successfully the _results_ of science to college students, I have no desire that they should have any preliminary preparation. It has been my duty for more than thirty years to present the elements of chemistry to the youngest class in one of our colleges, and I have never had any reason to complain of their want of interest in the subject. Indeed, I regard it as a great privilege to be the first to point out to enthusiastic young men the wonderful vistas which modern science has opened to our view. So far as their temporary interest is concerned, I should greatly prefer that they had never studied the subject before coming to college. But even enthusiastic interest in popular lectures is not scientific culture. A few men in every class always have been, and will continue to be, so far interested as to make the cultivation of science the business of their lives. But such men always labor under the disadvantages resulting from a want of early training, and these obstacles repel a large number whose natural tastes and abilities would otherwise have fitted them for a scientific calling. The change from one system of culture to another, at the age of eighteen, has all the disadvantages of changing a profession late in life. Nevertheless, the college will always continue to educate a number of men of science in this way. Most of these men become teachers, and no one questions that their previous linguistic training makes them all the more forcible expositors of scientific truth. It is not for such persons that I desire any change. I am, however, most anxious that the university should do its part in educating that important class of men who are to direct the industries and develop the material resources of our country. Such men can be led to appreciate, and will give time to acquire, an elegant use of language, but they will not devote four or five years of their lives to purely linguistic training, and, if we do not open our doors to them, they will be forced to content themselves with such education as high-schools, or, at best, technical schools, can offer. But, while they will thus lose the broader knowledge and larger scope which a university education affords, the university will also lose their sympathy and powerful support. Such students are now wholly repelled from the university, and, under a more liberal policy, they would form an important and clear addition to our numbers, and--as I have said in another place--without diminishing by a single man the number of those who come to college through the classical schools.