4 The Scottish Naturalist 



The present seems, then, a proper time for considering the 

 condition of what are almost the only scientific prizes to which 

 the foremost Naturalists, in this "free and enlightened" country of 

 ours, can aspire. I refer to our University Chairs of Natural 

 Science. It is desirable here to explain that Natural History as 

 taught in our Universities, includes the following Sciences : — 

 (i) Botany : (2) Zoology : (3) Geology : (4) Mineralogy : (5) 

 Meteorology : (6) Hydrology : and (7) Physical Geography. 

 Palaeontology is usually included in Geology, though it belongs 

 equally to Botany and Zoology. Zoology embraces some- 

 times Comparative Anatomy. Meteorology and Hydrology 

 are usually associated with Physical Geography : which again 

 may be included in surface Geology. Mineralogy, too, is fre- 

 quently embraced under Geology. So that the general practical 

 division of Natural History, as regards the teaching of it in 

 this country, is tripartite — into Botany, Zoology, and Geology. 



In the present Paper I can but outline my subject. It would 

 be unbefitting the character of such a serial as the " Scottish 

 Naturalist" especially in relation to the space that can be al- 

 located to individual contributions, to do more. In so far, 

 further, as the Editor has invited me to discuss certain of the 

 details in subsequent numbers, it will suffice meanwhile to in- 

 dicate the general bearings and importance of the subject to 

 which I am desirous of directing attention, viz.: — the imperative 

 necessity for Reform in the constitution or status of our Uni- 

 versity Professorships of Natural Science, — that is to say, Chairs 

 of general Natural History, or of the special Sciences (such as 

 Botany, Zoology, or Geology,) into which it is conventionally 

 divided. It is pretty generally acknowledged now, that reform 

 is necessary as regards Natural Science teaching in our schools. 

 In other words, it is generally admitted that their educational 

 curriculum should be so enlarged as to admit of the object- 

 teaching of Natural History, as well as of Chemistry, Physiology, 

 and Physics. And there are, perhaps, a few University authori- 

 ties who admit the desirability of changes in the modes of 

 teaching Natural History in our highest seats of learning. But 

 little is, I believe, known of the kind or degree of reform that is 

 imperatively required in our Universities, as regards the status 

 of their Chairs of Natural Science, and their occupants. 



I have given attention to the constitution of Chairs of Natural 



