ical educ^ch studies habituates it to asrend from ('(It'i'ls to causes, yel nevf>r 

 eut systoi-^^^'^^'^'S ^ step witliout subniilliiig Ihe d«ductions of reason to tliB 

 (inioii iip,eYere tests of experiment and ol)Servation. Wliile such studies h'ad 

 herefore to a liabit of k)fty R])eculatiou, they never permit the imagiri- 

 itSon to wander, inasmuch as tlio material vcrilicatioii is ri'rorouslv 

 most ps'lftced in juxtaposition witli tlie specidative hypothesis." 

 rom simi **I ^^ satisfied," says Dr. Carpenter, the distinguislied Kegistrar of 

 ;rsal trutl^ C^niversity of London, "by no iiicousideralJe expericuci^ of ditft'r- 

 Boually wi'^^^. modes of education, that Xatural Science, if judiciously tauglit, is 

 ,me time iOpo'^d in value to no other subject as an educational mcnns, and that it 

 y ideal l"^ ^^ made to call forth a more varied and vvliolesome exercise of the 

 to as verii'*®'^^'^-^ powers than almost any other taken singly. * * " 

 Xisten again to the words of Prof. Agassiz : — 



servation I **Tlie time has eonie when scientific truth must cease to be the property of 



, the studeiw few, when it must be woven into the common life of tho world ; for we 



'xtent all t*^® reached the point where tlie results of science touch tlie voiy i)roblom of 



, , , vlj|tence, and all men listen for tlie solvin^^ of that mystery. When it will 



*=• ome and how, none can say: l)ut this much at least is certain that all oiu* re- 



ai auci t'lii'earches are leading up to that question and mankind will never rest until it is 



iti<ms in liaswered. If then, the results of science are of such general interest for tlie 



,te judgme^'uman race, if they are gradually interjn'oting tlio puri)oses of the Deity in 



tv of thou'-'®*^^^^ and the relation of man to all the pat^t, tlu-u it is well that all sluiuM 



, , , '^hate in its teachings, and that it should not he kept, like the learning of the 



^ . ' Egyptians, for an exclusive priesthood who may expound the oracle according 



ely ^ aried g their own theories, but should make a part of all our intellectual cult are and 



)re tluui mf{ our common educational systems." 



n. 



rt remarka' "^^^^^ ^^^'^^ ^^^ estimate placed by these distinguished men upon the 



and evide ^^® "^"^ ^^*^ Natural Sciences as a means of (nlucational training is a 



ite the a^stl^* ^^^^' ^^^^ ^^ ^^'^ ^^^® expression of a feeling wliicli will sooner or 



he individi^^^ ^^^^^ universal acceptance, is, I think, indicated by the constant 



•rature thi'^^ rapid progress which science education has made and is making in 



re faithful r^ *^^^^^ countries which are pre-eminent no less for their int(dlectual 



ino- is at t^**^ ^^^' ^^^^^^' material developnunit. ^»'ot oidy has th(» study of the 



ble adorati^*'^"''^^ sciences been introduced into the curricula of Universities 



rom which \intil recently they have been systematically txcliuled, but 



I ginf ed '° 8^^^^ ^^ ^^^® esteem in which they are held, and so important is it 



'onsidered that each of theii* branches shoidd recei\e the fullest and the 



of Xatiii''^'^®^^ treatment, that separate and special Professorships ha\t! been 



^i j^j^ssteblished for each of their different subdi\ isions. Special science 



conducted '^'^^^^^ too are everywhere springing info existence, and the large 



