314 JOURNAL OF SCIENCE. 
which form a valuable training in themselves, and lead to habits 
of accurate definition. When carried past the stage of examina- 
tion of external structure only, the study of this science, still 
without entailing cost of microscopes, carries with it a knowledge 
of the principles of generalization and classification. Taken 
then, in its entirety, no science subject can be considered to 
have an equal value for school purposes.* 
Closely allied to the last, but far less suitable as a teaching 
subject, is zoology. In the first place it is open to the objection 
that it cannot be studied without making more or less “ mess,” 
and this can only be overcome by having rooms specially fitted 
with appliances for its teaching. This would entail an expense 
disproportionate to the value of the subject. It has the further 
disadvantage of covering an enormous amount of ground, while 
the important processes of reproduction and development, which 
constitute the very back-bone of the science, cannot well be in- 
troduced into mixed or juvenile classes. I look upon this—the 
most fascinating of all sciences—as, therefore, an inappropriate 
one for the majority of schools. 
Geology is another subject which can seldom be taught with 
advantage, except perhaps in a few localities, where the condi- 
tions are exceptionally favourable. For a due comprehension 
of its phenomena, a large amount of experience and power of 
drawing correct references are needed. In most cases, however, 
the surrounding geological conditions will be found eminently 
unsuitable for observational lessons to beginners. But one 
branch of the subject—viz., physiography—may be taught, as 
Huxley has shewn, with great advantage, as it appeals to the 
observational faculties in the first place, and brings into promi- 
nence the law of cause and effect. Neither with regard to this 
subject, nor with regard to physiology, which is attempted in a 
number of schools, can I speak from personal experience. While 
the knowledge of the facts dealt with by the latter are of primary 
importance, I am somewhat doubtful as to its pedagogic value. 
Direct observation being out of the question, the teacher is con- 
strained to use diagrams and models, both of which, to be good, 
are expensive. Without them the lessons may be of use as les- 
sons on general information, but they cease to have an educa- 
tional value. 
In this connection, and before leaving the so-called natural 
sciences, I think it advisable to draw attention to the fact that 
in the Junior Scholarships examinations, as now defined, the only 
subject included under this head is elementary biology. The 
following is the category of science subjects, and the scope of 
the biology paper, as stated in the calendar for 1882 :— 
* Though it has no direct bearing on the present subject, I may point out that 
the teaching of botany and kindred sciences has an indirect moral value, as furnish- 
ing our youth with a study of great interest and fascination, the pursuit of which will 
prove to them of life-long value, and which introduces them to questions of the high- 
est importance. From this point of view alone, scientific education has a high value, 
