In the study both of chemistry and physics there are of course two definite objects to be kept in view: In the first place, a knowledge of the facts of the science is to be acquired; in the second place, the student must learn by experience how these facts have been discovered. It would be obvious, from a moment's reflection, that a knowledge of the circumstances under which the facts of Nature are revealed to the student is essential to a complete apprehension of the facts themselves. The child who is taught that the earth moves in an elliptical orbit around the sun in one year does not in the least grasp the wonderful fact thus stated, and will not come to realize it until he connects the statement with the nightly procession of the stars in the heavens. And it is just such a connection as this which the teacher must seek to establish in all scientific teaching. In experimental science such a connection is most readily established in the mind of the student by means of a series of well-arranged experiments, which each one repeats for himself at the laboratory table. Obviously, however, it is impossible, in a limited course of teaching, to go over the whole ground of chemistry and physics in this way, or even over that small portion of the ground with which the average scientific student can expect to become acquainted. Nor is this necessary; for, after one has realized the connection between phenomena and conclusion in a number of instances, the mind will fully comprehend that a similar connection exists in other cases, and will understand the limitations with which scientific conclusions are to be received. Hence, it seems to me that, in teaching chemistry or physics, it is best to combine a course of lectures which should give a broad view of the whole ground with a course of laboratory instruction, which must necessarily be more or less restricted. Experimental lectures are, I am convinced, much the best way of presenting these subjects as systematic portions of knowledge. It is not necessary that the lectures should be formal, but it is all-important that they should be given in such a way that the interest of the student should be awakened, and that they should be fully illustrated by specimens and experiments. What we read in a book does not make one half the impression that is produced by the words of a living teacher, nor can we realize the facts unless we see the phenomena described. There is undoubtedly an advantage to be gained in subsequently reviewing the subject as presented in a good text-book, and such a book may be of great use in preparation for an examination. But how far examinations are of value in enforcing the acquisition of knowledge of an experimental science is a question on which I feel a grave doubt. Certainly their value is very small if, as is too frequently the case, they lead the student to defer all effort to make his own the knowledge presented in the lectures, until a final cram.