60 ON THE EDUCATIONAL VALUE n 



comparison; and, I may add, the exactness of 

 knowledge wliicli it requires on the part ol' those 

 anions: its votaries who desire to extend its bound- 

 aries. 



If what has been said as to the position and 

 scoi)e of Biology he correct, our third question — 

 AVhat is the practical value of physiological in- 

 struction? — might, one would think, be left to 

 answer itself. 



On other grounds even, were mankind deserv- 

 ing of the title " rational," which they arrogate to 

 themselves, there can be no question that they 

 would consider, as the most necessary of all 

 branches of instruction for themselves and for 

 their children, that which professes to acquaint 

 them with the conditions of the existence they 

 prize so highly — which teaches them how to avoid 

 disease and to cherish health, in themselves and 

 those who are dear to them. 



I am addressing, I imagine, an audience of 

 educated persons; and yet I dare venture to assert 

 that, witli the exception of those of my hearers 

 who may chance to have received a medical edu- 

 cation, there is not one who could t(^ll me what is 

 the meaning and use of an act which he performs 

 a score of times every minute, and whose suspen- 

 sion would involve his immediate death; — I mean 

 the act of breathing — or who could state in precise 

 terms why it is tliat a confined atmosphere is 

 injurious to health. 



