had acquired some exact elementary knowledge in physics,
chemistry, and a branch of natural history--say botany--with the
physiology connected with it, they would then have gained necessary
knowledge, with some practice in inductive reasoning. The whole studies
are processes of observation and induction--the best discipline of the
mind for the purposes of life--for our purposes not less than any. 'By
such study (says Dr. Whewell) of one or more departments of inductive
science the mind may escape from the thraldom of mere words.' By that
plan the burden of the early Medical course would be much lightened, and
more time devoted to practical studies, including Sir Thomas Watson's
'final and supreme stage' of the knowledge of Medicine."

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.

And lastly,

4. At what period it may best be made a branch of Education.

Our conclusions on the first of these heads must depend, of course, upon
the nature of the subject-matter of Biology; and I think a few
preliminary considerations will place before you in a clear light the
vast difference which exists between the living bodies with which
Physiological science is concerned, and the remainder of the
universe;--between the phaenomena of Number and Space, of Physical and of
Chemical force, on the one hand, and those of Life on the other.

The mathematician, the physicist, and the chemist contemplate things in