dilections, nor for any vague popular reputation, but especially in the line of science, from having given evidence of their power in the way of original research. A man of this class must be possessed of enthusiasm which in a measure he can scarcely fail to impart to his pupils. The latter, again, by a reflex action, will stimulate the teacher to new efforts. Furthermore, the reputation of the teacher is shared by his pupils; and to have sat under the instruction of a Cuvier, a Laplace, a Faraday, or a Herschel, is no small recommendation. It is to the men of which the faculties of the German universities are composed, that those establishments owe their reputation, and they are the attraction which draws pupils from every part of the world to these centres of high intelligence. But men of this character "are not made" but, like poets, "born." Profound learning is not sufficient; however versed a man may be in the knowledge of others, he is not of the first order unless he be endowed with the peculiar mental powers which enable him to originate new truths. When such men are found—and they exist in every community in a certain, perhaps small ratio, they should be consecrated to the advancement and diffusion of knowledge. They should be secured by our colleges and universities, and all the facilities given them for original investigation. They should be relieved from the drudgery of drilling in the elementary branches, and be assisted by tutors in the general instruction, being themselves only called upon to give a limited number of lectures on the general principles of the branch of knowledge under their care.
Again, no college or university is properly equipped that is not furnished with a complete series of the objects and implements of instruction and research. In regard to instruction, the impressions made through the eye are the most definite and indelible, and may serve as nuclei around which by association to group facts and suggestions the most varied.
In science, to present the actual phenomena of Nature and reproduce them before the eye of the pupil, instead of giving him a mere description of them, is as different in effect, as travelling in a foreign country is from merely obtaining a knowledge of it through the writings of others.
In reference to original research, as well as to higher instruction in science, besides apparatus of illustration, instruments of precision are required, without which the power of the investigator, however gifted, must be greatly limited.
In what I have said in regard to science in this country, I do not wish to be understood as undervaluing what has already been done. Indeed, in view of the small encouragement which has been given and the limited facilities which have been afforded, the contributions which have been made from this country, especially in the line of astronomy, geology, geodesy, topography, and natural history, are numerous and important. At the commencement of the General Government, in the
