44 [Proc. B.N.F.C., 



members, as he was sure they would be desirous of knowing in 

 what way their wants were being catered for by the new 

 Technical Institute. In the first place it would be well to 

 get a clear idea of what he proposed to deal with, and accord- 

 ingly he defined the branches of Science that came under the 

 respective heads of Natural Science and Physical Science. He 

 did not propose to address them as a stranger to Field Clubs 

 and their working; he had in former times been a member 

 of Field Clubs in other centres, and was, therefore, conversant 

 with their strength and weakness. His first observation was 

 that the members might be divided into two classes — the 

 systematic workers and the dilletantes. The systematists 

 collected facts, carefully labelled and pigeon-holed them in a 

 properly prepared mind, where one fact had its due relation 

 with respect to all the others — they had set their houses in 

 order and knew where to find a fact when wanted. The 

 dilletantes also collected facts, but instead of pigeon-holing 

 them in order, piled them up one on another in a disorderly 

 heap, producing a chaotic mass, and when one fact was wanted 

 the whole pile had to be disturbed in order to get it. The 

 result was that the systematic student could compare each 

 fact or observation with neighbouring ones, generalise, draw 

 conclusions, deduce theories, in short, pursue scientific methods 

 of study and investigation. Without a systematic knowledge 

 or preliminary training, the student is in the position of the 

 unskilled practitioner, one who can examine facts but cannot 

 interpret their meanings. To the logical mind, a framework 

 on which to build is most helpful to study, and aids not 

 only the retention of knowledge but also in the ease with 

 which such knowledge can be acquired and secured. Extracts 

 from Huxley were read on improving natural knowledge, on a 

 liberal education, on scientific education, and on the educa- 

 tional value of the natural history sciences. It was often 

 stated that the knowledge of natural science was of little use 

 to man in that it did not supply him with the means of 

 making money. Judged from this standpoint it might be of 

 little use, perhaps; this, however, was a low standpoint. It 



