Every part of public education in Switzerland is well co-ordinated and organized. At Zurich, in addition to a university for general culture, there is a technical college larger than Buckingham Palace. And so Switzerland laughs at countries which look to raw materials as the source of their wealth, and imports cotton from the United States, tobacco from Havana, silk from Italy, and sends back to these very markets her finished products. Again, look at Holland, which is a reclaimed swamp, containing no mineral materials for industry, except in a small patch at Limburg. She also compensates for their absence by increasing the intellectual factor in labour. Every town of 10,000 inhabitants has its technical school, supported by the municipalities. Look at Germany, which, though it does possess valuable raw materials, cultivates with assiduity the intellectual factor of production. In war and in peace her population is able to be used to the greatest advantage. Europe has scarcely yet recovered from its amazement at the sudden development of that empire, though it had been laying the foundation for its prosperity in the educational organization which she gave herself when the wars of Napoleon taught her the sources of her weakness. Now, surely we should not close our eyes, in insular pride, to the means taken by other countries to increase their productive resources. France fully admits that her recent calamities were largely due to a want of enlightenment of her people. She is still far ahead of us in technical institutions, but her general and university education are very deficient. If you desire an example of a country which cannot progress because of the ignorance of her people, look at Spain. When the Duke St. Simon, once French Minister there, said, “Science in Spain is a crime and ignorance a virtue,” he explained in one sentence the cause of her misfortunes. A fertile country, washed by two great oceans, abounding in coal, iron, copper, and quicksilver, is unable to thrive because her people are ignorant. The speaker then turned to the case of the institution whose formal inauguration had been the occasion of his address, and he proceeded, as a practical educationist, to give it and its projectors some advice. Such colleges are likely to receive little support until the middle-class schools understand their duty to Society by making Science part of the effective instruction of youth. A port constructed for the reception of ships, before the ships themselves are built, has a dreary time to wait for their arrival, and so the managers of the new College must not be discouraged because it does not grow quickly. Nor did he think it would be wise, at least in its infancy, to give to the College too much of a technical character.