within him that innate curiosity for facts, the healthy heritage of childhood. He leaves school a little book-man. Even as to the phenomena of nature, he has been insensibly led to ask for statements upon authority, rather than to turn his own senses and observation to the phenomena themselves. To learn a science or acquire an art resting upon sciences, the first thing to do is to look at the fundamental facts for yourself. Our great teachers of medicine teach upon this plan. They teach where they learned, not in the library, but from the bedside of the sick. In laboratories such as those raised here for pathology and physiology and hygiene students can learn these sciences as medicine is learned in the hospital ward, by direct inquiry into nature. The teachers you have given them are men who have won widely-recognized distinction as themselves direct enquirers into nature. Worthy students will appreciate the double boon their alma mater gives them-the means of learning at first-hand those secrets of nature which lie at the root of his craft's skill-and to learn them under guidance by men who excel in unravelling such secrets.

ENGLISH ACTION.

Only by enabling men to continue their learning after their teaching is over can we secure the greatest advantage any educational system can afford. Your laboratories here will encourage post-graduate work. We look with keen interest to the researches that will flow from them. No subjects offer finer fields for research than do the progressive studies, physiology, pathology and hygiene, to which your new University buildings are consecrated. And of the functions of a laboratory, research is not the least costly. We in the Old Country find that. Our central Government has done little to support research. Our nation, proud of its success in things practical, has been prone to despise the abstract and the theoretical. We do so foolishly; we do so at our peril. Behind all prac

tical application there is a region of intellectual action to which, though our practical men have contributed little, they owe the whole of their supplies. Theory, if a goose, is the goose of the fairy tale that lays the golden eggs; no more such eggs if once you let her die. To speak of theoretic knowledge slightingly is for the lips of the fool. The value of abstract research to a country is becoming more widely acknowledged than it was. Sir John Brunner said the other day, at Liverpool, that there was no better investment for a business man than the encouragement of scientific research, and that every penny of the wealth he possesses has come from the application of science to commerce and manufacture. And

we find that the munificent citizens have and do come forward among us and meet by their individual gifts the pressing needs of our community at large.

NEW ERA DAWNING.

But we welcome a new era dawning on us. Liverpool, Birmingham, Sheffield and other great centres, begin to regard the local University as an institution entitled to support from the public means, for instance, by subsidy from public rates. Such subsidies can be used also for studies which do not come within allotment from the smaller subsidy from the central Government medicine, for instance. Proud of the young universities -to which yours of Toronto is a time honored veteran-communities and local Governments are encouraging research within our universities. They do not expect such research to be able to pay its own way, but they recognize that indirectly it does pay the community that gives it a home. They feel it a duty which they owe themselves. Is not the university a party of their own life, and is not research a part of the university's life-blood? They feel it a right due to their own higher selves. It stimulates progress. Supported by the large-handed sympathy of the community and the local Government, it means quicker advance, both material and mental, it means invention and it means medical discovery. And qui facit per alnum facit per se, is a motto worthy of a State.

USES OF LABORATORIES.

What, then, are finally the uses of these laboratories now opened by your University? They will assist in training men for various honorable callings, especially for that most ancient one of medicine. They will assist, no doubt, also to render life. by practical applications of science superficially still more different from what it was only a short generation ago. They will assist to bring home and distribute to your community treasures of knowledge from all parts of the globe. They will assist-and it is thought dear to a high-spirited people-themselves to add to the sum total the treasures of knowledge of the whole human race. "Noblesse oblige" appeals to chivalrous nations, as well as to chivalrous individuals.

But their highest office seems to me, perhaps, not even these high ones, but a more difficult still. Genius cannot by any community, however wealthy and powerful, be made to order. In biblical language, it is the gift of God. All a community can do toward obtaining it, be our riches and willingness a thousandfold what they are, is to ensure the rare and glorious plant a meed of freedom, light and warmth for blossoming upon

our soil. Who can doubt that in this population here genius exists-not sown, it is true, broadcast, for nowhere is it thusyet existent, scattered up and down? This it is for the community to foster, to discover.

By help of these finely built and finished laboratories this much in one direction can be done. The problem to which a wise country turns is the discovery less of things than of men. By these laboratories, adequately supported, your community can create opportunity for the exercise of powers which come from sources within itself, but are utterly beyond its power to produce at will. Their loftiest function is creation of this opportunity. For that aim the studies in them must be followed with no single narrow technical purpose, but must be wide of scope and full of access to every rank of students. So shall these laboratories prove a corner-stone for the upbuilding of a temple of knowledge, and a touch-stone for the best ore of intellect within the bounds of this great land.

The President then called upon Professor Welch, Professor of Pathology in Johns Hopkins University, to address the audience.

PROFESSOR WELCH, JOHNS HOPKINS HOSPITAL, BALTIMORE.

Mr. President, Mr. Dean, Ladies and Gentlemen:-After hearing the last excellent address you will not expect any lengthy remarks from any one of us, although I do not wish to forestall what my colleagues may have to say. I esteem it a very great privilege to bring to this university of this city, of this province, my congratulations upon the opening of these laboratories which certainly are destined to increase very greatly the usefulness of this University. I consider it also especially gratifying that as a representative of the Johns Hopkins University this privilege belongs to me. There are unusually close ties I think between the Johns Hopkins University and the University of Toronto. We owe very much to you. You have sent us some of the very strongest of our supports in the University. I hardly need mention the names of your fellow townsman, Dr. Osler, Professor Barker, Dr. Futcher Ferris and others who have come there admirably trained for our work.

This University has stood for high ideals in medical education. I was particularly interested, Mr. President, in hearing from you, as President of the University, your attitude with reference to the position of medical education in the University, and the necessity of its support by public benefication and state aid. It is very curious as you indicated as regards the conditions here, and they were just the same through the United States, that medical departments should have begun in

many instances as far back as the 18th century as integral parts of the University co-ordinate with other faculties of the University, and then for some reason or other this is not the occasion to discuss that, although I think it is an interesting question-they lapsed into proprietary institutions and lost nearly all connection with the University. Perhaps that may have been due, in a large part, to the rapid development of the country and the necessity of supplying physicians to pioneer localities, although it is not clear why they should have been half-educated physicians.

Up to about the beginning of the eighth decade of this century, medical education was at a very low ebb on this continent. But since that time conditions have changed and the time has come when universities recognize medicine as a worthy object of support and fully worthy of Univers ty ideals. It is only going back to the very beginnings of the university, as those who are familiar with its history know, that medicine occupied at the beginning a very interesting position in the development of universities. I need only speak of the school at Salerno and how in the middle ages the medical departments of universities were often their greatest glory, and how that department was often the home of all there was of sciences in those days, and of physics and natural science.

Medicine fell away and became less worthy of affiliation with universities. But one of the most interesting features of modern times is the recognition on the part of the universities that medicine is worthy of their support.

There is no direction in which a university can do more for itself or more for the advancement of mankind than in the advancement of medical education. It is equally true, I think, that medicine needs the support of a university for its highest development. Fortunate, therefore, you are that you have this close union here.

And I also consider that it is almost a matter of equal congratulation that you have brought together the two schools of medicine, Trinity and Toronto. That must make a much stronger school than otherwise you could have. As Prof. Sherrington has indicated, the practice of medicine is only in part a science. To this day it is largely empirical, but it is recognized that it must become an applied science to a larger extent; and in order to become an applied science it must be based upon the fundamental sciences which are to be cultivated in these laboratories, and these sciences again as he has already indicated must rest upon chemistry, physics, and general biology. So that these laboratories are to be dedicated to the kind of work which shall have the greatest influence not only upon scientific medicine but also upon practical medicine.