Thanks mainly to Roscoe’s example, these principles are nowadays among the commonplaces of chemical instruction, and are adopted substantially by all teachers of experience. That they commended themselves to lay minds capable of appreciating and judging them, and that the practical results of working the Owens College Chemical Department by means of them proved satisfactory, was proved by the steady increase in the number of Roscoe’s pupils, session after session, and by the variety of responsible and important positions many of these pupils subsequently filled. Another significant feature was the increasing public recognition of the meaning and value of a sound chemical education as shown by the growing willingness of parents and of young men themselves to devote such an amount of time to their studies as would enable them to obtain real benefit. He found in the earlier years of his experience that the prevailing notion of the majority of manufacturers (though there were notable exceptions) was that if the son stayed at College for six months he could be “put up” to all the necessary information to enable him to apply chemistry to his business. The fathers (he said) frequently used to come with a story of this kind: “I am a calico-printer, or a dyer, or a brewer, and I want you to teach my son chemistry so far, and only so far, as it is at once applicable to my trade,” and when informed that chemistry as a science must be taught before its applications could be understood, and that his son could not for two or three years at least begin to work upon the subjects directly bearing on his trade, he too often replied that if that were the system he could not afford time for his son to learn on this plan, and that if he could not be taught at once to test his drugs he should prefer to leave him in the works, where he and his father before him had made a great many commercial successes with no scientific knowledge, and where he saw no reason to doubt that his son would do the same. The change that has come over our manufacturers during the last five and twenty years [this was written in 1887] has been remarkable, and now all are, I believe, fully awake to the necessities of their position, and are most desirous of improving the scientific knowledge not only of themselves and their sons, but of their managers, foremen, and workpeople. That this is so may be proved by the fact that whereas formerly it was difficult to keep our students for more than one session, we now find our senior laboratory well stocked with men in their third, fourth, and even fifth years, working at advanced subjects and becoming “chemists” in the highest and best sense of the word.