In September, 1854, he was made Professor and Dean of the new Faculté des Sciences at Lille. “I need not, Sir,” wrote the Minister of Public Instruction, M. Fortoul, in a letter where private feelings were mixed with official solemnity, “recall to your mind the importance which is attached to the success of this new Faculty of Science, situated in a town which is the richest centre of industrial activity in the north of France. By giving you the direction of it, I show the entire confidence which I have placed in you. I am convinced that you will fulfil the hopes which I have founded upon your zeal.” Built at the expense of the town, the Faculté was situated in the Rue des Fleurs. In the opening speech which he pronounced on December 7, 1854, the young Dean expressed his enthusiasm for the Imperial decree of August 22, which brought two happy innovations into the Faculties of Science: (1) The pupils might, for a small annual sum, enter the laboratory and practise the principal experiments carried out before them at the classes; and (2) a new diploma was created. After two years of practical and theoretical study the young men who wished to enter an industrial career could obtain this special diploma and be chosen as foremen or overseers. Pasteur was overjoyed at being able to do useful work in that country of distilleries, and to attract large audiences to the new Faculty. “Where in your families will you find,” he said, to excite indolent minds--“where will you find a young man whose curiosity and interest will not immediately be awakened when you put into his hands a potato, when with that potato he may produce sugar, with that sugar alcohol, with that alcohol æther and vinegar? Where is he that will not be happy to tell his family in the evening that he has just been working out an electric telegraph? And, gentlemen, be convinced of this, such studies are seldom if ever forgotten. It is somewhat as if geography were to be taught by travelling; such geography is remembered because one has seen the places. In the same way your sons will not forget what the air we breathe contains when they have once analysed it, when in their hands and under their eyes the admirable properties of its elements have been resolved.” After stating his wish to be directly useful to these sons of manufacturers and to put his laboratory at their disposal, he eloquently upheld the rights of theory in teaching--