364 ON THE STUDY OF ZOOLOGY 



thought as large as those which I have briefly opened up 

 to you ; but what I have been saying, I trust, has not 

 only enabled you to form a conception of the scope and 

 purport of zoology, but has given you an imperfect example 

 of the manner in which, in my opinion, that science, or 

 indeed any physical science, may be best taught. The 

 great matter is, to make teaching real and practical, by 

 fixing the attention of the student on particular facts ; but 

 at the same time it should be rendered broad and com- 

 prehensive, by constant reference to the generalizations of 

 which all particular facts are illustrations. The lobster 

 has served as a type of the whole animal kingdom, and its 

 anatomy and physiology have illustrated for us some of 

 the greatest truths of biology. The student who has once 

 seen for himself the facts which I have described, has had 

 their relations explained to him, and has clearly compre- 

 hended them, has, so far, a knowledge of zoology, which 

 is real and genuine, however limited it may be, and which 

 is worth more than all the mere reading knowledge of the 

 science he could ever acquire. His zoological information 

 is, so far, knowledge and not mere hear-say. 



And if it were my business to lit you for the certificate in 

 zoological science granted by this department, I should 

 pursue a course precisely similar in principle to that which 

 I have taken to-night. I should select a fresh-water sponge, 

 a fresh-water polype or a Cyanaea, a fresh-water mussel, a 

 lobster, a fowl, as types of the five primary divisions of the 

 tjiiimal kingdom. I should explain their structure very 

 fully, and show how each illustrated the great principles 

 of zoology. Having gone very carefully and fully over 

 this ground, I should feel that you had a safe foundation, 

 and 1 should then take you in the same way, but less 

 minutely, over similarly selected illustrative types of the 

 classes ; and then 1 should direct your attention to the 

 special forms enumerated under the head of types, in this 

 syllabus, and to the other facts there mentioned. 



That would, speaking generally, be my plan. But I 

 have undertaken to explain to you the best mode of acquir- 

 ing and communicating a knowledge of zoology, and you 

 may therefore fairly ask me for a more detailed and precise 

 account of the manner in which 1 should propose to furnish 

 you with the information I refer to. 



My own impression is, that the best model for all kinds 

 of training in physical science is that afforded by the 



