TEACHING OF SCIENCE 6i 



fixing the attention of the student on particular facts ; but at 

 the same time it should be rendered broad and comprehensive, 

 by constant reference to the generalizations of which all par- 

 ticular facts are illustrations." 



The respective uses of lectures, demonstrations and 

 examinations, as parts of the educational machinery, are 

 then discussed, and the lecture concludes with a 

 protest against existing systems of instruction, and 

 an eloquent appeal that science be given her proper 

 place : — 



*' Modern civilization rests upon physical science ; take away 

 her gifts to our own country, and our position among the 

 leading nations of the world is gone to-morrow ; for it is 

 physical science only that makes intelligence and moral energy 

 stronger than brute force. The whole of modern thought is 

 steeped in science ; it has made its way into the works of our 

 best poets, and even the mere man of letters, who affects to 

 ignore and despise science, is unconsciously impregnated with 

 her spirit, and indebted for his best products to her methods." 



In the British Association Meeting of i860, Huxley's 

 unrivalled anatomical knowledge had enabled him to 

 flatly contradict the statement made by Owen that man 

 is marked off from all other animals by the structure of 

 his brain, a promise being at the same time made that in 

 due course the contradiction should be fully justified. 

 This, of course, led to renewed investigations on the 

 subject now to be published. 



The first contribution of the kind to science, " On the 

 Zoological Relations of Man with the Lower Animals," 

 appeared in the first number of the Natural History Re- 

 view (186 1, pp. 67-84. Sci. Mem., ii, xxvi, p. 471), 

 and in this, after discussing a number of the leading 

 features of human anatomy, the author accepts the old 

 Linnean view " that Man is to be regarded as a genus of 



