From this time onward the successive Annual Reports of the College constitute an unbroken story of continued development. It was not, of course, surprisingly rapid, but it was steady and continuous. The progress of the institution was general; it was to be measured by the gradual increase in the number of its teachers, in the character and range of their subjects, and in the sessional entry of the students. It is, perhaps, significant of the change that a quarter of a century had made in the attitude of the middle class towards educational matters that the growth of the Yorkshire College, during its early years, should have been relatively far greater than that of Owens College at the corresponding period of its existence. But there may have been other factors to account for, or at least to increase, the difference. The generally acknowledged success to which the Manchester foundation had attained at the time of the establishment of the Leeds College may have been, and probably was, by the force of example and desire of emulation, a potent contributory cause. The courses of study at Owens College, so far as circumstances and its means would permit, were avowedly based, at the outset, on the examples of the older Universities. The little regard that was then paid to Science by the Trustees was indicated by the small stipend that was attached to the science chairs as compared with those on humanity subjects. There was no general recognition, even in the home of Dalton, of the beneficent part that science was able to play in the industrial life of the district. On the other hand, the Yorkshire College started wholly untrammelled by the traditions of ancient seats of learning, and its counsels were only remotely influenced by those who had been nursed in them. As its original designation implied, its projectors clearly recognized the value of science in relation to industry. They founded the College, indeed, in the strength of their conviction. They began, in fact, at a point to which Owens College had arrived when Roscoe made his influence felt upon its policy. It cannot be said, however, that the educational aims of the governing body of the Leeds institution to begin with were very sharply defined; nor was the action of the Council always consistent. This was, perhaps, inevitable in a body which contained no professed educationists. Most of its members had everything to learn of the technique of education, and, as is not unknown in the history of similar institutions, it was some time before the Council could be induced to adopt formal means of availing themselves of the knowledge and experience of the academic element they sought to direct. At the outset there was no clear apprehension by them of the lines upon which the College should develop.