222 THE STUDY OF ZOOLOGY vil 



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

 among birds, were disj^layed ; 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 indisj^ensable, and, by 

 requiring the description of specimens, they may 

 be made to supplement demonstration. 



Such is the fullest reply the time at m}^ 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- 



