22 
REVIEWS. 
and yielded their treasures to him who possessed the noble power to gene¬ 
ralize upon them. We find the country now cleared, and producing crops, 
and but imperfectly estimate the difficulties encountered by the early settlers. 
To us Zoology has ever presented the aspect of a science—one eminently 
progressive, and of which “ Excelsior” is the motto. We have witnessed 
not only a great change in the science itself, but one still more remarkable 
in the tone of the public mind in respect to its importance. There was a 
time in England when the will of a lady was attempted to be set aside on 
the ground of lunacy, because she took pleasure in forming a collection of 
insects. And many years have not passed by since the man who gave up 
a portion of his time to such pursuits would have been looked upon by the 
“practical man” as a busy idler, who wasted his time in frivolous pursuits. 
Among the intelligent classes of the community this spirit has passed 
away. It is not merely that “ practical” applications of Natural History 
knowledge are manifested, and justly prized; but that a recognition is made, 
though as yet imperfectly, of the value of such knowledge for its own 
sake. There is a lore, distinct from that of the mart or the exchange, 
which is not heard in the din of our forges or our factories—which does 
not sun itself in the haunts “ where merchants most do congregate,” and 
yet one which is now eagerly sought for. The mother wishes her children 
to know something of the beasts and birds, the butterflies, and the sea-side 
wonders—that by knowing such, they may learn the great lesson of 
humanity to all that live. The father wishes his boy to interest himself 
in such pursuits, as furnishing a resource against ennui, and, to some 
extent, a safeguard from the debasing influences to which youth is exposed. 
The teacher sees in it the means of calling into activity faculties which are 
not exercised in the old routine of education, and values natural history, 
not for the knowledge it imparts, but for its influence on those faculties 
by which we observe, compare, and generalise. 
As these ideas and these wishes find utterance, means are taken for 
their fulfilment; and hence we see, in course of time, natural history 
taught in schools, recognised in colleges, and made one of the qualifications 
for the honours and emoluments which India offers to intelligent and 
ardent youth. 
The teaching of zoology to the young might, we think, be made 
eminently attractive. If it does not become so, the fault lies with the 
teacher, not with the subject. Some fancy, that in order to teach zoology 
to children but little need be known about it. Never was there a greater 
mistake. To be able to teach it to children requires not only a good range 
of knowledge, but that rare acquirement—the power of conveying that 
