300 THE ZOOLOGIST. 
I speak of Natural History, such as is open to you both by the study 
and by the observation of living objects and of dead objects in nature, 
such as continually come around and solicit your attention. Now, formerly 
classical studies were in exclusive possession of the field, almost, I am 
bound to say, in my own time, to the exclusion even of religious instruc- 
tion. Religious instruction, when I was at Eton, if it was not absolutely 
reduced to zero, was very near it. Now modern languages have come as a 
very formidable rival to classical instruction. Mathematics likewise assert 
their claim, and various other claims are set up. Al] I wish in the 
matter is that there should be fair play. I do not myself believe that 
Natural History has had quite fair play, and I have always felt it most 
grievous among the many blanks of our early training that we were totally 
ignorant of it. Iwill just give you these four points in connection with 
Natural History. In the first place, it is a continual lesson—a lesson at 
onve easy and profound—of the wisdom and beneficence of Providence, 
a continual confirmation and belief, when you find that wonderful hand of 
that Workman descending to the smallest objects with the same care with 
which He mounts to the greatest. The religious use of Natural History 
is one that all must delight in. The next point is this. Learning is an 
admirable thing, but it does not always make itself agreeable at the first 
introduction, at least that was my experience ; I don’t know whether it is 
yours. Much has been done, I believe, to improve these initial stages. 
It certainly is a marked advantage in the study of Natural History that it 
leads you on by the hand; it inveigles you, if I may say so, into learning 
what is good and what is useful. Many a one might have his mind first 
opened to the attractions of Natural History, which mind, if once opened, 
might perhaps be capable of applying itself beneficially to harder and 
more repulsive studies. Another point is this, Natural History is one of 
the best and most efficient means for the education of the senses. Some 
may perhaps tell us that our senses are educated well enough already, and 
claim quite large enough a portion of our existence. Of course that is 
perfectly true so far as the grosser forms of enjoyment are concerned ; 
but so far as the senses are concerned as organs for the acquisition of 
knowledge, they are very indifferently educated indeed. This habit of 
minute, careful, and accurate observation, which is inseparable from 
Natural History studies, gives to the senses that habit of accurate dis- 
tinction which is invaluable as an assistant in the pursuit of every branch 
of knowledge. Lastly, let me say that these analogies of Natural History 
are invaluable; they have a most gracious effect in developing the finer 
faculties of the mind; they establish a connection between the different 
portions of creation.—W. E. GLapsrong (Speech at Mill Hill, June, 1879). 
