958 TRANSACTIONS OF THE AMERICAN INSTITUTE. 



deductive forms. They lead to the formation of habits of arrang- 

 ing premises and deducing conclusions which accord most with 

 the daily exigencies of human life, and thus promote that sound- 

 ness of judgment which is amono- the most striking characteristics 

 of practical men. Of course, it is not to be expected or desired 

 that, in the early period of education, these sciences should be 

 pursued into their abstruser developments. The deductive part 

 of physics involves, in many portions, the application of the higher 

 mathematics, and opens up branches of inquiry Avhich must be 

 left to be supplied at a more advanced period ; but that which is 

 simply inductive addresses itself to the senses, and not only may 

 be easily understood, but never fails to prove intensely interesting 

 even to very young learners. 



So much as is here suggested, is actually required as a qualifi- 

 cation for admission to King's College, London, or for matricula- 

 tion in the London University. The eminent physiologist, Dr. 

 Carpenter, who is one of the examiners for the London University, 

 in his evidence before the commission already referred to, speaks 

 of the requisition as most important and useful. And the opinions 

 expressed hy him are supported by the unanimous voice of all the 

 other witnesses of the same class who speak to the point, embrac- 

 ing some of the most distinguished physicists of England, and 

 presenting a weight of authority entitled to the highest respect. 

 Among these we find the names of Lyell, Hooker, Faraday, Owen, 

 Airy and Ackland. We have these names, because these gentle- 

 men were summoned before the commission. But it is assuming 

 very little to say that we might have had along with them those 

 of every eminent physicist in England, had they all been in like 

 manner called upon for their evidence. 



The adaptedness of this class of subjects to the mental wants of 

 boys in the earlier period of their education, and its fitness there- 

 fore, to fasten their attention and keep alive their mental activity, 

 is manifested in the earnest interest they display in an}- description- 

 of physical or chemical experiments, and in the eagerness with 

 which they will endeavor to imitate such and contrive new ones. 

 It is manifest in the curiosity they exhil)it to witness the action 

 and to understand the rationale of every new machine which falls 

 in their way, and in the efforts to invent or to construct for them- 

 selves, which form a part of the early history of almost every 

 youth. It is interesting to any one to l)e introduced at any time 

 of life into a great cotton mill or foundry, or manufactory of any 



