222 THE STUDY OF ZOOLOGY vil 



ages, in the mode of nidification, and the like, 

 among birds, were displayed ; and if the other 

 specimens were put away in a place where the. 

 men of science, to whom they are alone useful, 

 could have free access to them, I can conceive 

 that this collection might become a great instru 

 ment of scientific education. 



The last implement of the teacher to which I 

 have adverted is examination a means of educa 

 tion now so thoroughly understood that I need 

 hardly enlarge upon it. I hold that both written 

 and oral examinations are indispensable, and, by 

 requiring the description of specimens, they may 

 be made to supplement demonstration. 



Such is the fullest reply the time at my dis 

 posal will allow me to give to the question how 

 may a knowledge of zoology be best acquired and 

 communicated ? 



But there is a previous question which may 

 be moved, and which, in fact, I know many 

 are inclined to move. It is the question, why 

 should teachers be encouraged to acquire a know 

 ledge of this, or any other branch of physical 

 science ? What is the use, it is said, of attempt 

 ing to make physical science a branch of primary 

 education ? Is it not probable that teachers, in 

 pursuing such studies, will be led astray from the 

 acquirement of more important but less attractive 

 knowledge ? And, even if they can learn some 

 thing of science without prejudice to their useful- 



