The chief object of such professorships would be the same as that in the proposed State laboratories, viz.--to keep a staff of the most competent men wholly engaged upon research in pure science. The professors of physical and chemical research might be selected in accordance with the suggestions already made, and be appointed by the Senate or other governing body, with the advice of the Council of the Royal Society. All the precautions which have been already suggested under the head of "State laboratories," would {202} have to be taken in order to exclude unsuitable persons, and to secure industry in the professors. The remarks also, already made respecting the limitation of the duties of the professors to research in pure science, the exclusion of invention, the publication of results, the class of sciences with which a commencement might best be made, etc., apply equally in this case. I do not however mean by these remarks to suggest the disendowment of research in the more complex or concrete subjects, in order to make a commencement with the simpler sciences. The existence within the Universities of offices in which the faculties of scientific men might be developed to their fullest extent, would induce those engaged in the work of scientific instruction in those institutions to devote more time to research, in order that they might improve their scientific talents, and in their turn become fitted to occupy such posts. It has been suggested that discoverers should teach as well as investigate; but this would be an imperfect plan, and would largely convert the position of a professor into that of one at an ordinary college. Every person who has had much experience in experimental investigation also knows, that to carry it out effectually, requires the whole of his time and attention. If, therefore, teaching or lecturing constitutes a part of the duties, a portion of the professor's time must be taken from the more important occupation of research, and the fundamental object of the institution will be frustrated. Research evolves new knowledge; {203} teaching simply distributes it. The labours of a scientific teacher or lecturer consist essentially of a continued series of repetitions of other men's discoveries. For each single man who can discover, there exist many who can teach. With teaching in addition to research, all the usual educational machinery, lecture theatres and apparatus, diagrams, audiences, pupils, registration of students, receipt of fees, examinations, marking of papers, valuing of answers, attending annual meetings, etc., would be brought into requisition, and the result would probably be, as it is at present, the duties of teaching would, in nearly all cases, swallow up the time, and prevent the freedom from interruption necessary for successful research Under present circumstances, it is the testimony of nearly every teacher and lecturer in science, that he "has no time for research." If teaching is