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complex character. To show the value of the experimental 

 side of the subject is superfluous, for all the great advances 

 that have been made during the present century in the sister 

 sciences of physiology and of medicine, have been brought 

 about by experimental research into the nature and func- 

 tions of the organs and tissues of the animals that it is the 

 naturalist's work to study ; whilst the attempt to solve the 

 relationship of any class of animals or plants, in other words 

 to classify them, offers, perhaps, the very best training to the 

 inductive and deductive faculties that it is possible to con- 

 ceive. The classification of any group of organic beings is- 

 simply the application of inductive processes to the facts 

 observed. The drawing of conclusions from details that at 

 first seem altogether inadequate, but which are perfectly 

 obvious to the trained observer and to a logical mind, shows 

 that the deductive powers developed in a naturalist are of 

 the very highest order. 



The naturalist, therefore, in the true sense, is an observer 

 and a reasoner, and he who thoroughly gives his attention 

 to his work leaves no side of his intellect untrained. If any 

 doubt the efficacy of natural history as a source of mental 

 discipline, and as an educational instrument of the highest 

 value, let him attempt to describe in detail an insect or a 

 flower, let him attempt to draw an accurate comparison 

 between two closely allied species of animal or plant, or 

 attempt to analyse the relations which any organism bears 

 to its environment. It is not always easy for a trained mind 

 to do these things, and the clumsy attempts of untrained 

 men are unfortunately only too familiar to all specialists ; 

 and a man who considers that these things may be done 

 skilfully, accurately, and thoroughly without special training, 

 should attempt the task before forming a conclusion as to 

 the utility or inutility of natural history as an educational 

 instrument, or as a valuable means of mental training. 

 Huxley, however, says that " intellect, however gigantic, 

 confers but half the qualifications required by one who 

 desires to follow science with success, and he who gains 

 only knowledge from her, gains but little. The moral 

 faculties of courage, patience, and self-denial, are of as much 

 value in science as in life. The origin of an erroneous 

 doctrine lies as often in the heart as in the head, and the 

 basis of the character of a great philosopher will commonly 

 be found, on close analysis, to be earnest truthfulness, and 

 no imaginary gift of genius. It is character and not talent 

 which is the essential element of success in science . . . , 



