New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1873-10-09

had studied chemistry in Germany and high maine
MATES in France how heis not mere specialist puo
a philosophc chemist, and would be distinguished
a. ply sicist If he not moro distinguished az
chemist. Prof. Williamson, said Dr. Carpenter, very
early showed mastery Of the more philosophIc
depaI tments Of chemistry, which was evInced by
his researches in certain special departments OF
organic chemistry which are directed TO what the
chemist calls the rational constitution Of those
enormously varied substances related to each other
in n composition. His success gained him the medal
of the Royal Society," great dstinction-and his
reputation is European-l hope American ALSO
though that may be of less consequence.
Thus handsomely introduced. Prof. Williamson
rose and began his address. Not to be outdoDe by
Dr. Carpenter in politeness. he gave us a good en-
coInum on DR.. Joule: A of whom England
may well be proud-a man whose life has been spent
in reading the great book Of nature for the purpose
Of enriching his fellow men with a knowledge OF It's
truths-a man whose name is known and hOnOred
in every corner of this planet to which knowledge
of science has northumberland, let me add. man
whose name will live in the grateful memory of man.
kind as long as the records of such noble work are
preserved"
These civilities having beer duly interehanced
and things made agreeable to everybody the serious
business of the evening began. Serious is not too
strong word for an address which occupied rather
more than two hours in deivery-read moreover,
from printed copy which had been in the hands of
some of the audience in the afternoon. The first
part Of it was devoted to account of the progress
of chemical science and q discussion of Daltons
atomic theory among the supporters OF which Prof.
Williamson may be accounted one the most ardent.
1t is not for me to cOndense it or comment on II.
Whether it was precisely suited to be read to mis-
cellaneous company, half ladies' is question; but
of it's great scientific merit there be no question
at all. Quitting somewhat abruptly the atomic
theory Prof. Williamson proceeded TO extol
the valne of scientific investigation as
means Of education in morals. What habits
Of mind. he asks, does it engenderf What powers
does il deyelopi Does il develop good qualities and
aspirations, and tend to make men more able and
more anxious to do good to their fellow -meng The
he gives is thatit requires accuracy in OBJ
servation, accuracy in memory, that it is good
training in the Use OF words, the precise meaning OF
which the student must understand, accuracy of
reasoning accuracy in testing results arrived at by
experiment and finally, and above all, truthfulness
On this Latter point Prof. Williamson eXpatiates
The soundness of his observations is not be dis
puted, but presume may pass over them lightly
without risk Of doprviug you Of anything particu-
larly new
The last. and to the general pubhc by far the
most striking part Of Prof WillimsonS address, is
occupied with Il scheme for the promotion of Sci
ence Himself devoted to scientific pursuits IN
which he has achieved eminence he has no sort OF
doubt that an extension OF them is the one thing
wanted TO carry on the world beyond its present
stage OF advancement. He wants, first. a supply OF
we-qualiied workers; secondly, to place and keep
them under the conditions most favorable TO then
efficient activity lie describes the outlines of such
a system, framed for the sole purpose OF promoing
research, as follows:
Let the most intelligent and stuiious children from
every primary school be sent free OF expense, 10 the
most accessible secondary school for years let The
best OF these he selected and allowed 10 continue for
second year. and on, until the Site Of them have
learnt all that is be there learnt to advantage. Let
the best pupils from the secondary schools be sent to
college of selection, and there subjected to
similar process OF annual wedding; and. finally let those
who get satisfactorily to the end Of college curriculum
he supplied with allowance sufficient for their main
tenance for year. on condition of their deyotng their
undivided energies TO research under the inspection OF
competent college authorities, while allowed such aids
and facilities the college supply, with the addi-
ton OF money grants for special purposes Let all who
do well during this first year be allowed similar advan
tages for "A second, and even third year Eleh young
inyes gator thus trained must exert himself 10 obtain
some appointment, which may enable him to do the
most useful and creditable work Of which he
il capabIe, while combining the conditions most
favorable his Improvement Let there De IN every
college as many PFoeSsorsbpS and assistantships in
each branch Of science as are needed for the efficient
conduct OF work there going on and let every Pro-
lessor and assistant such salary and such funds
for apparatus &c. az may enable him TO devote all his
movers TO the duties OF his post under conditions favor
able TO the success those duties but let each PROBES
sor receive also proportion OF the fees PAID by MS
uups 80 that may be his direct interest 10 do ms
work with the utmost attaiuable efficiency. and attract
more pupils Let every college and school be governed
bv an independent body OF men, striving to increase It's
usefulness and reputation by sympathy with the abors
or the working staff, by material aid to them when
needed and by getting the very best man they can,
from their own any other college, TO supply each
vacancy as It arises In addition 70 colleges whch are
and always have been the chief institutions Tor the ad
yanceuent of learning establishments for the obserya
ton OF special phenomena frequently needed and
will doubtless be found desirable in aid Of general
system FOR the Advancement OF science
A large scheme, indeed, MS Prof Williamson adj
mits but he does not shrink he contemplates it;
vastness nor even when he comes to consider tho
expense OF it, He does not push his habits of scien
tifc accuracy so far as to give us an estimate II
figures of the probable cost OF the probable returns
hut contents himself with saying that the expense
Of working the system would be repaid hundred
times over by the increase of wealth IN the com
munity. He proposes to solve all financial diihcul
ties by an appeal TO the State, declaring that the
keystone of the whole structure is the action of the
State in distributing funds carefully among schools
and colleges proportonally to the evidence OF then
doing good work, which could not be continued
without such aid. What share the state
ought to take in supervising the system
il stated with considerable elaboration, and
70 lessen the burden it is proposed tha'
schools and colleges should, to some extent be sup
ported by fees and the professors kept dependent IN
part on those fees so to have direct interest 10
4...ntinr morn nnnils To their Glasses or laDOrA