904 Science-Teaching in the Schools. 
Secondly, I would require of all students at this stage the study 
of human physiology. The immense practical importance of this 
branch of knowledge is a sufficient reason for this recommenda- 
tion. The outlines of physics and chemistry which I suppose to 
have been taken in the later years of the grammar-school course, 
will enable the teaching to be more thoroughly scientific in method 
than can be the case in the lower schools. And, while the study 
cannot be made so much of an observational discipline as botany, 
there is no lack of material for demonstration. Most of the organs 
of the body present the same general character in other mammals 
asin man. Hearts, lungs, brains, and eyes can readily be obtained 
from the butchers, and a superfluous cat can be occasionally sacri- 
ficed. And, with the various convenient guides to mammalian dis- 
section which have been published, there is no reason why a high- 
school course in physiology may not be illustrated with a fair 
amount of demonstration. 
Thirdly, a systematic study of physical geography will be inval- 
uable in giving the student an appreciation of the world as a whole 
—its unity in variety—unity of law amidst endless diversity of 
phenomena. No study so opens to the student’s intelligence the 
language of nature, teaching him to read the lessons written in the 
ever varying landscapes which he may from time to time behold. 
It is, in my judgment, greatly to be desired that these studies 
should be included in the requirements for admission to the colleges. 
As students naturally desire to enter college as early as possible, 
there is a strong tendency for the preparatory schools to exclude 
from their classical courses everything not required for admission to 
college. The requirement of a small amount of natural science by 
the colleges would greatly favor the progress of the reform in the 
schools. : 
For the students in the high school who are not in the classical 
course, there should be in addition systematic studies of physi, 
chemistry, zoology, geology, and astronomy. For them, natural 
science should certainly be a required study during the whole 
of the high-school course. 
While the study of natural science has been advocated on the 
twofold ground of its practical and its disciplinary value, it has 
assumed in this discussion that these two objects are by no 
means of equal relative importance in the study of different branches 
