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one or all of three conditions. Either it enlarges our ex- 

 perience, or it increases our strength, or it diminishes the 

 obstacles in the way of our acquiring experience and 

 strength. Whatever neither teaches, nor strengthens, nor 

 helps us, is either useless or mischievous. The scientific 

 calling, like all others, must be submitted to these tests, if 

 we desire fairly to estimate its dignity and worth." 



Supposing we follow up Huxley's dicta, and apply the 

 principles involved to our own particular study, that is to 

 natural history as a science, not the mere dilettante view of 

 nature, but to the careful observation of the facts around 

 us, to the careful working out of the life-history of some one 

 organised being through all the numerous cycles of change 

 to which it may be subjected, to the actual classification of 

 the facts observed, and to the formation of logical con- 

 clusions based on the facts at our disposal. The study of 

 natural history as a science may be considered under a 

 variety of heads, of which the chief may be resolved into : 

 (i) Its scope as mere knowledge. (2) The discipline gained 

 in the acquisition of knowledge. (3) The power which the 

 student gains in being able to utilise natural laws to the 

 attainment of his own ends. 



The mere acquisition of knowledge in itself gives no mean 

 return for the time spent. Scientific study is continually 

 opening up some new source of intellectual delight. Science, 

 considered as power gained, is always improving the .condi- 

 tions of our daily life, by giving us some advantage not 

 previously possessed. Possibly, however, the discipline 

 gained by the training of the faculties is the most important 

 result, and the greatest advantage which students obtain 

 from their devoted study of natural science in any one of its 

 multitudinous phases. 



As mere knowledge, the pleasure to be obtained from the 

 study of natural history is not to be despised. The study of 

 any one branch necessitates, in a great measure, a know- 

 ledge of many kindred subjects. The study of entomology 

 requires the knowledge of a considerable amount of general 

 biology, physiology, botany, geology, geography, and meteor- 

 ology ; whilst the impetus that has recently been given to 

 the study of variation and to the comparison of allied forms 

 has made a knowledge of anatomy, morphology, and deve- 

 lopment absolutely necessary ; and it is impossible, without 

 a somewhat detailed grasp of a perfect cycle of these allied 

 sciences, for a student to work out successfully the various 

 problems connected with the existence of any single species, 



