V.

ON THE EDUCATIONAL VALUE OF THE NATURAL HISTORY SCIENCES.


The subject to which I have to beg your attention during the ensuing
hour is "The Relation of Physiological Science to other branches of
Knowledge."

Had circumstances permitted of the delivery, in their strict logical
order, of that series of discourses of which the present lecture is a
member, I should have preceded my friend and colleague Mr. Henfrey, who
addressed you on Monday last; but while, for the sake of that order, I
must beg you to suppose that this discussion of the Educational bearings
of Biology in general _does_ precede that of Special Zoology and Botany,
I am rejoiced to be able to take advantage of the light thus already
thrown upon the tendency and methods of Physiological Science.

Regarding Physiological Science, then, in its widest sense--as the
equivalent of _Biology_--the Science of Individual Life--we have to
consider in succession:

1. Its position and scope as a branch of knowledge.

2. Its value as a means of mental discipline.

3. Its worth as practical information.