What has been said of technical operations holds equally good for education, for here also the original investigator constitutes the fountain-head of knowledge. It belongs to the teacher to give this knowledge the requisite form; an honourable and often a difficult task. But it is a task which receives its final sanctification, when the teacher himself honestly tries to add a rill to the great stream of scientific discovery. Indeed, it may be doubted whether the real life of science can be fully felt and communicated by the man who has not himself been taught by direct communion with Nature. We may, it is true, have good and instructive lectures from men of ability, the whole of whose knowledge is second-hand, just as we may have good and instructive sermons from intellectually able and unregenerate men. But for that power of science, which corresponds to what the Puritan fathers would call experimental religion in the heart, you must ascend to the original investigator. To keep society as regards science in healthy play, three classes of workers are necessary: Firstly, the investigator of natural truth, whose vocation it is to pursue that truth, and extend the field of discovery for the truth's own sake and without reference to practical ends. Secondly, the teacher of natural truth, whose vocation it is to give public diffusion to the knowledge already won by the discoverer. Thirdly, the applier of natural truth, whose vocation it is to make scientific knowledge available for the needs, comforts, and luxuries of civilized life. These three classes ought to co-exist and interact. Now, the popular notion of science, both in this country and in England, often relates not to science strictly so called, but to the applications of science. Such applications, especially on this continent, are so astounding--they spread themselves so largely and umbrageously before the public eye--that they often shut out from view those workers who are engaged in the quieter and profounder business of original investigation. Take the electric telegraph as an example, which has been repeatedly forced upon my attention of late. I am not here to attenuate in the slightest degree the services of those who, in England and America, have given the telegraph a form so wonderfully fitted for public use. They earned a great reward, and they have received it. But I should be untrue to you and to myself if I failed to tell you that, however high in particular respects their claims and qualities may be, your practical men did not discover the electric telegraph. The discovery of the electric telegraph implies the discovery of electricity itself, and the development of its laws and phenomena. Such discoveries are not made by practical men, and they never will be made by them, because their minds are beset by ideas which, though of the highest value from one point of view, are not those which stimulate the original discoverer.