264 THE CANADIAN NATURALIST. [Sept. 



examples ; (3) Observational sciences, such as zoology, botany 

 and geology. Each of these classes of subjects must be treated 

 according to its own methods; and unless so treated, is useless 

 whether as a means of training or for practical application. The 

 learnino;, for example, of any of the natural sciences by " getting 

 up" a text book without actual examples and work, is not of the 

 nature of science education ; and much of the undervaluing of 

 science studies as a means of education, on the part of practical 

 teachers, is due to their want of acquaintance with this first truth. 

 Natural history or experimental science taught merely from books 

 is only an indifferent form of verbal training, and it is no wonder 

 that those who know it only in this way should form a very low 

 estimate of its educational value. To be us3fully taught, the 

 pupil must be familiar with the actual objects of study, and he 

 must understand experimentally the modes of attaining to results 

 with re2;ard to them. He will then receive a real and valuuble 

 kind of education, the benefits of which may be summed up as 

 follows : — (1) The student is taught to observe, compare, and 

 reason for himself, and this in a practical manner, not so easily 

 attainable in other subjects, and tending to give an accuracy of 

 method and quickness of perception, and of forming conclusions 

 most valuable in actual life. (2) Much knowledge of a useful 

 and interesting character is acquired ; and the student, while 

 learning the uses and properties of common things, may rise to 

 large and enlightened conceptions of the works of God, and the 

 natural laws under which man exists. (3) Men are trained to 

 pursue original investigations, and thus to enlarge the boundaries 

 of science. (4) The means are afforded to utilize natural 

 resources and improve arts and manufactures. With regard to 

 the extent and nature of such science education, it appears to be 

 the result of experience in all the more advanced countries ; (1) 

 That there should be special practical schools to train investiga- 

 tors and practical science workers in the departments most 

 important to the welfare of the community. (2j That science 

 study should form some part of a liberal education. (3) That 

 the elements of some of the natural oi physical sciences should be 

 taught in all the common schools. (4) That means should be 

 employed to train competent teachers of science. This being 

 what I understand by science education, with referen,.e to its 

 nature, results and methods, let us glance at some of the efforts 

 put forth on its behalf, more especially in the mother country. 



