The Ethics of Taw. 
5 
forces which ever tend to produce similar results. By applying this 
to matter, or seeking them in a uniformity of action, we enter upon 
the realm of natural philosophy in its various phases. To investi- 
gate the changes which this earth has undergone and the order in 
which they have occurred will constitute the work of a geologist. 
To scan the heavens and trace the connection of sun, moon, planets 
and stars will be the office of the astronomer. To analyse and com- 
bine the different elements contained in matter is the province of 
the chemist. In doing this the truth is demonstrated that physical 
laws ever tend towards the same results and are permanent as 
regards the action of matter on matter. Thus the most solid foun- 
dation is laid for the superstructure which is built by natural 
philosophers. 
The ethics of the organic laws lead to or urge the true method 
to ascertain the forms and growth of plants., their propei'ties, the 
conditions under which they thrive. The elements contained in the 
soil, those which enter into their composition — the heat, the cold 
and the moisture which conduce to their benefit. In this field of 
observation the botanist becomes the man of science, and the 
farmer will profit according to his knowledge. I know of no class 
of persons who should benefit by knowledge in this and general 
subjects more than those who till the soil. In the study of the 
functions of the organs in the animal economy, and their inter- 
relationship, the physiologist arrives at his knowledge, whilst the 
observation of what interferes with their healthy play or adds to 
their freedom of action falls more especially to the lot of the physi- 
cian and the hygienist. 
WHEN WE ASCEND 
to the realm of intellect the forms become more subtle, and the 
ethics or right action of the laws of the mind require a more pro- 
found analysis. The science of teaching is still in its infancy. The 
methods of individuals are prevalent ; no general law to form the 
rules best adapted to train the intellectual powers, no concensus 
upon the proportion which memory should occupy — no decided 
agreement even upon the use of the classics as a study. In fact, 
confusion rather than order prevails. In our province method has 
been recognized and one step has been taken by requiring the 
teachers of our schools to learn in a head training school how to 
impart knowledge and what to impart. In the government of 
