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somewhere along the line, in educating children, we lose what is 
their naive curiosity when they are little. If you think of them 
in their first years, they learn a large number of things. They 
want to learn, artd by and by, shortly after they reach us in high 
school, that curiosity seems to evaporate, and it becomes very nec- 
essary to use a method almost of compulsion. Something is 
wrong, and I think we might well learn from the child himself in 
this matter of teaching. A good teacher invariably does, and he 
works along lines that would interest children. Do not mistake 
me in my use of the word “interest.” I do not mean to make the 
work soft, and avoid those things which a child ought to do. But 
I mean to say that there is a way of teaching that will preserve 
the curiosity and interest of a boy or girl, and I think that that 
interest and curiosity must be preserved if we are to secure the 
best results in our teaching. Ifa student is to enter into his edu- 
cational inheritance, as Dr. Butler would put it, he must, of 
course, have a training in languages, especially in his own lan- 
guage, and as much more as he can get. He must have some 
esthetic training. It is only right that his parents should give 
him some religious training, and, if his eyes are to be opened, he 
must have some scientific training. Huxley said a man without 
scientific training was like a man who walks through a picture 
gallery, where most of the pictures are turned to the wall. Unless 
a man has had some scientific training, he will never know which 
of the pictures should be turned the other way. Now to insure 
this scientific inheritance, to enable the student to open his eyes 
to the world about him, it seems to me there are two or three 
fundamental things he should have. In the first place, he must 
have an amount of actual knowledge of facts; in the next place, 
he must have carefully cultivated a power of observation, and in 
the third place, he must have been taught how to draw conclu- 
sions from the observations made. These are the three requisites 
of any training in science. Now, when I think of the subjects 
that we can offer to our students, I can think of no subject 
that will enable us to give these fundamentals in as useful, prac- 
tical, interesting, and lively a manner as will the subject of ele- 
mentary biology, properly taught. And let me say that I think no 
subject has been more abused than elementary biology for some 
