would have been a whit roused from its apathy, by the information that the primrose is a Dicotyledonous Exogen, with a monopetalous corolla and central placentation. But I advocate natural-history knowledge from this point of view, because it would lead us to seek the beauties of natural objects, instead of trusting to chance to force them on our attention. To a person uninstructed in natural history, his country or sea-side stroll is a walk through a gallery filled with wonderful works of art, nine-tenths of which have their faces turned to the wall. Teach him something of natural history, and you place in his hands a catalogue of those which are worth turning round. Surely our innocent pleasures are not so abundant in this life, that we can afford to despise this or any other source of them. We should fear being banished for our neglect to that limbo, where the great Florentine tells us are those who during this life “wept when they might be joyful.”
But I shall be trespassing unwarrantably on your kindness, if I do not proceed at once to my last point—the time at which Physiological Science should first form a part of the Curriculum of Education.
The distinction between the teaching of the facts of a science as instruction, and the teaching it systematically as knowledge, has already been placed before you in a previous lecture: and it appears to me, that, as with other sciences, the common facts of Biology—the uses of parts of the body—the names and habits of the living creatures which surround us—may be taught with advantage to the youngest child. Indeed, the avidity of children for this kind of knowledge, and the comparative ease with which they retain it, is something quite marvellous. I doubt whether any toy would be so acceptable to young children as a vivarium, of the same kind as, but of course on a smaller scale than, those admirable devices in the Zoological Gardens.
On the other hand, systematic teaching in Biology cannot be attempted with success until the student has attained to a certain knowledge of physics and chemistry: for though the phænomena of life are dependent neither on physical nor on chemical, but on vital forces, yet they result in all sorts of physical and chemical changes, which can only be judged by their own laws.
And now to sum up in a few words the conclusions to which I hope you see reason to follow me.
Biology needs no apologist when she demands a place—and a prominent place—in any scheme of education worthy of the name. Leave out the Physiological sciences from your curriculum, and you launch the student into the world, undisciplined in that science whose subject-matter would best develope his powers of observation; ignorant of facts of the deepest importance for his own and others’ welfare; blind to the richest sources of beauty in God’s creation; and unprovided with that belief in a living law, and an order manifesting itself in and through endless change and variety, which might serve to check and moderate that phase of despair through which, if he take an earnest interest in social problems, he will assuredly sooner or later pass.
Finally, one word for myself. I have not hesitated to speak strongly where I have felt strongly; and I am but too conscious that the indicative and imperative moods have too often taken the place of the more becoming subjunctive and conditional. I feel, therefore, how necessary it is to beg you to forget the personality of him who has thus ventured to address you, and to consider only the truth or error in what has been said.
FOOTNOTES:
[56] “In the third place, we have to review the method of Comparison, which is so specially adapted to the study of living bodies, and by which, above all others, that study must be advanced. In Astronomy, this method is necessarily inapplicable; and it is not till we arrive at Chemistry that this third means of investigation can be used, and then only in subordination to the two others. It is in the study, both statical and dynamical, of living bodies that it first acquires its full development; and its use elsewhere can be only through its application here.”—Comte’s Positive Philosophy, translated by Miss Martineau. Vol. i. p. 372.
By what method does M. Comte suppose that the equality or inequality of forces and quantities and the dissimilarity or similarity of forms—points of some slight importance not only in Astronomy and Physics, but even in Mathematics,—are ascertained, if not by Comparison?