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that Science must be taught as if we believed in it for its own sake, that we must preach it as a disciple preaches his religion, and that we must refuse to be bound by the fetters in which tradition has entangled us. If we are to succeed, we must make science a living reality to our pupils and cease to regard it merely as a convenient machinery for the manufacture of conundrums." We do not really so regard it, any of us teachers, but our methods of teaching and examinations tend to produce this impression. My very intimate friend and colleague of the past 45 years has put the matter, when writing recently to Sir J. J. Thomson, in more vigorous language, perhaps, than I should use. He says, "I know partly how it has come about, because really I had a hand in it myself. What was meant as an expedient to keep a class of boys usefully occupied with a limited stock of