Early in the seventies the problems connected with what is called technical education became prominent in the minds of the most far-seeing of this nation. It became plain that England was not advancing with the same strides as some other nations in arts and manufactures, and the most obvious difference between England and the rivals whose advance was causing anxiety lay in her deficiency in education. Science or knowledge of nature lies at the root of all the arts and manufactures, and it was our relation to scientific teaching and research that required investigation. Naturally enough, Huxley took the keenest interest in this question and made large contributions to its solution, contributions which have not yet been put completely into operation. He insisted most strongly upon a point that we as a nation have not yet completely grasped. There is no difference between applied science and any other kind of science. The chemistry of manufactures, the physics of industrial machinery, the biology of agriculture and of fisheries, are not different from other chemistries and physics and biologies. They are merely special cases of the application of the same general fund of knowledge, and the same general principles of investigation. Huxley wished that the term "applied science" had never been invented, or that it could be destroyed. A man cannot study the chemistry of dyeing or make advances in it unless he be a thoroughly trained chemist in the full sense of the word. More than that, many of the greatest discoveries, using the word "great" as applied to commercial advantage rather than to abstract progress in knowledge, have been made by those who were pursuing research for its own sake rather than for any immediate commercial advantage to be derived from it. Hence he regarded it of vital importance, from the mere point of view of the prosperity of the country, that there should be a sufficiently large number of scientific men provided with the means for research in the shape of income and appliances. The most immediately utilitarian fashion for the nation to encourage science, was to encourage science in its highest and most advanced aspects. This meant the endowment of research and the support of universities and other institutions in which research might be conducted, and Huxley strove unceasingly for the benefit of all such great organisations. One of the last public occasions of his life was his appearance as leader of a deputation to urge upon the government the formation of a real university in London which should unite the scattered institutions of that great city and promote the highest spheres of the pursuit of knowledge. He held the view, strongly, that a useful combination was to be made by uniting the functions of teaching and investigation. A teacher taught better when his mind was kept fresh by the advances he himself was making, and an investigator, by having a moderate amount of teaching to do,