124 SCIENTIFIC EDUCATION: v 



this wave in the sea?" "Where does this animal 

 live, and what is the use of that plant?" And 

 if not snubbed and stunted by being told not to 

 ask foolish questions, there is no limit to the 

 intellectual craving of a young child; nor any 

 bounds to the slow, but solid, accretion of knowl- 

 edge and development of the thinking faculty in 

 this way. To all such questions, answers which 

 are necessarily incomplete, though true as far as 

 they go, may be given by any teacher whose ideas 

 represent real knowledge and not mere book 

 learning; and a panoramic view of Nature, 

 accompanied by a strong infusion of the scientific 

 habit of mind, may thus be placed within the 

 reach of every child of nine or ten. 



After this preliminary opening of the eyes to 

 the great spectacle of the daily progress of 

 Nature, as the reasoning faculties of the child 

 grow, and he becomes familiar with the use of the 

 tools of knowledge — reading, writing, and ele- 

 mentary mathematics — he should pass on to what 

 is, in tlie more strict sense, physical science. Now 

 there are two kinds of physical science: the one 

 regards form and the relation of forms to one 

 another; the other deals with causes and effects. 

 In many of what we term sciences, these two 

 kinds are mixed up together; but systematic l)ot- 

 any is a pure e,\am]ile of the former kind, and 

 physics of tlie latter kind, of science. Every 

 educational advantage which training in physical 



