But this spontaneous grouping into "kinds" is the first essay of the human mind at cla.s.sification, or the calling by a common name of those things that are alike, and the arranging them in such a manner as best to suggest the sum of their likenesses and unlikenesses to other things.

Those kinds which include no other subdivisions than the s.e.xes, or various breeds, are called, in technical language, species. The English lobster is a species, our cray fish is another, our prawn is another. In other countries, however, there are lobsters, cray fish, and prawns, very like ours, and yet presenting sufficient differences to deserve distinction. Naturalists, therefore, express this resemblance and this diversity by grouping them as distinct species of the same "genus." But the lobster and the cray fish, though belonging to distinct genera, have many features in common, and hence are grouped together in an a.s.semblage which is called a family. More distant resemblances connect the lobster with the prawn and the crab, which are expressed by putting all these into the same order. Again, more remote, but still very definite, resemblances unite the lobster with the woodlouse, the king crab, the water flea, and the barnacle, and separate them from all other animals; whence they collectively const.i.tute the larger group, or cla.s.s, _Crustacea_. But the _Crustacea_ exhibit many peculiar features in common with insects, spiders, and centipedes, so that these are grouped into the still larger a.s.semblage or "province" _Articulata_, and, finally, the relations which these have to worms and other lower animals, are expressed by combining the whole vast aggregate into the sub-kingdom _Annulosa_.

If I had worked my way from a sponge instead of a lobster, I should have found it a.s.sociated, by like ties, with a great number of other animals into the sub-kingdom _Protozoa_; if I had selected a fresh-water polype or a coral, the members of what naturalists term the sub-kingdom _Coelenterata_, would have grouped themselves around my type; had a snail been chosen, the inhabitants of all univalve and bivalve, land and water sh.e.l.ls, the lamp sh.e.l.ls, the squids, and the sea-mat would have gradually linked themselves on to it as members of the same sub-kingdom of _Mollusca_; and finally starting from man, I should have been compelled to admit first, the ape, the rat, the horse, the dog, into the same cla.s.s, and then the bird, the crocodile, the turtle, the frog, and the fish, into the same sub-kingdom of _Vertebrata_.

And if I had followed out all these various lines of cla.s.sification fully, I should discover in the end that there was no animal, either recent or fossil, which did not at once fall into one or other of these sub-kingdoms. In other words, every animal is organised upon one or other of the five, or more, plans, whose existence renders our cla.s.sification possible. And so definitely and precisely marked is the structure of each animal that, in the present state of our knowledge, there is not the least evidence to prove that a form, in the slightest degree transitional between any two of the groups _Vertebrata_, _Annulosa_, _Mollusca_, and _Coelenterata_, either exists, or has existed, during that period of the earth's history which is recorded by the geologist. Nevertheless, you must not for a moment suppose, because no such transitional forms are known, that the members of the sub-kingdoms are disconnected from, or independent of, one another. On the contrary, in their earliest condition they are all alike, and the primordial germs of a man, a dog, a bird, a fish, a beetle, a snail, and a polype are in no essential structural respects, distinguishable.

In this broad sense, it may with truth be said, that all living animals, and all those dead creations which geology reveals, are bound together by an all-pervading unity of organisation, of the same character, though not equal in degree, to that which enables us to discern one and the same plan amidst the twenty different segments of a lobster's body.

Truly it has been said, that to a clear eye the smallest fact is a window through which the Infinite may be seen.

Turning from these purely morphological considerations, let us now examine into the manner in which the attentive study of the lobster impels us into other lines of research.

Lobsters are found in all the European seas; but on the opposite sh.o.r.es of the Atlantic and in the seas of the southern hemisphere they do not exist. They are, however, represented in these regions by very closely allied, but distinct forms--the _Homarus America.n.u.s_ and the _Homarus Capensis_, so that we may say that the European has one species of _Homarus_; the American, another; the African, another; and thus the remarkable facts of geographical distribution begin to dawn upon us.

Again, if we examine the contents of the earth's crust, we shall find in the later of those deposits, which have served as the great burying grounds of past ages, numberless lobster-like animals, but none so similar to our living lobster as to make zoologists sure that they belonged even to the same genus. If we go still further back in time, we discover in the oldest rocks of all, the remains of animals, constructed on the same general plan as the lobster, and belonging to the same great group of _Crustacea_; but for the most part totally different from the lobster, and indeed from any other living form of crustacean; and thus we gain a notion of that successive change of the animal population of the globe, in past ages, which is the most striking fact revealed by geology.

Consider, now, where our inquiries have led us. We studied our type morphologically, when we determined its anatomy and its development, and when comparing it, in these respects, with other animals, we made out its place in a system of cla.s.sification. If we were to examine every animal in a similar manner we should establish a complete body of zoological morphology.

Again, we investigated the distribution of our type in s.p.a.ce and in time, and, if the like had been done with every animal, the sciences of geographical and geological distribution would have attained their limit.

But you will observe one remarkable circ.u.mstance, that, up to this point, the question of the life of these organisms has not come under consideration. Morphology and distribution might be studied almost as well, if animals and plants were a peculiar kind of crystals and possessed none of those functions which distinguish living beings so remarkably. But the facts of morphology and distribution have to be accounted for, and the science, whose aim it is to account for them, is physiology.

Let us return to our lobster once more. If we watched the creature in its native element, we should see it climbing actively the submerged rocks, among which it delights to live, by means of its strong legs; or swimming by powerful strokes of its great tail, the appendages of whose sixth joint are spread out into a broad fan-like propeller; seize it and it will show you that its great claws are no mean weapons of offence; suspend a piece of carrion among its haunts, and it will greedily devour it, tearing and crushing the flesh by means of its mult.i.tudinous jaws.

Suppose that we had known nothing of the lobster but as an inert ma.s.s, an organic crystal, if I may use the phrase, and that we could suddenly see it exerting all these powers, what wonderful new ideas and new questions would arise in our minds! The great new question would be "How does all this take place?" the chief new idea would be the idea of adaptation to purpose,--the notion that the const.i.tuents of animal bodies are not mere unconnected parts, but organs working together to an end. Let us consider the tail of the lobster again from this point of view. Morphology has taught us that it is a series of segments composed of h.o.m.ologous parts, which undergo various modifications--beneath and through which a common plan of formation is discernible. But if I look at the same part physiologically, I see that it is a most beautifully constructed organ of locomotion, by means of which the animal can swiftly propel itself either backwards or forwards.

But how is this remarkable propulsive machine made to perform its functions? If I were suddenly to kill one of these animals and to take out all the soft parts, I should find the sh.e.l.l to be perfectly inert, to have no more power of moving itself than is possessed by the machinery of a mill, when disconnected from its steam-engine or water-wheel. But if I were to open it, and take out the viscera only, leaving the white flesh, I should perceive that the lobster could bend and extend its tail as well as before. If I were to cut off the tail I should cease to find any spontaneous motion in it--but on pinching any portion of the flesh, I should observe that it underwent a very curious change--each fibre becoming shorter and thicker. By this act of contraction, as it is termed, the parts to which the ends of the fibre are attached are, of course, approximated--and according to the relations of their points of attachment to the centres of motions of the different rings, the bending or the extension of the tail results. Close observation of the newly-opened lobster would soon show that all its movements are due to the same cause--the shortening and thickening of these fleshy fibres, which are technically called muscles.

Here, then, is a capital fact. The movements of the lobster are due to muscular contractility. But why does a muscle contract at one time and not at another? Why does one whole group of muscles contract when the lobster wishes to extend his tail, and another group, when he desires to bend it? What is it originates, directs and controls, the motive power?

Experiment, the great instrument for the ascertainment of truth in physical science, answers this question for us. In the head of the lobster there lies a small ma.s.s of that peculiar tissue which is known as nervous substance. Cords of similar matter connect this brain of the lobster, directly or indirectly, with the muscles. Now, if these communicating cords are cut, the brain remaining entire, the power of exerting what we call voluntary motion in the parts below the section is destroyed, and on the other hand, if, the cords remaining entire, the brain ma.s.s be destroyed, the same voluntary mobility is equally lost.

Whence the inevitable conclusion is, that the power of originating these motions resides in the brain, and is propagated along the nervous cords.

In the higher animals the phenomena which attend this transmission have been investigated, and the exertion of the peculiar energy which resides in the nerves, has been found to be accompanied by a disturbance of the electrical state of their molecules.

If we could exactly estimate the signification of this disturbance; if we could obtain the value of a given exertion of nerve force by determining the quant.i.ty of electricity or of heat of which it is the equivalent; if we could ascertain upon what arrangement, or other condition of the molecules of matter, the manifestation of the nervous and muscular energies depends, (and doubtless science will some day or other ascertain these points,) physiologists would have attained their ultimate goal in this direction; they would have determined the relation of the motive force of animals to the other forms of force found in nature; and if the same process had been successfully performed for all the operations which are carried on, in and by, the animal frame, physiology would be perfect, and the facts of morphology and distribution would be deducible from the laws which physiologists had established, combined with those determining the condition of the surrounding universe.

There is not a fragment of the organism of this humble animal, whose study would not lead us into regions of thought as large as those which I have briefly opened up to you; but what I have been saying, I trust, has not only enabled you to form a conception of the scope and purport of zoology, but has given you an imperfect example of the manner in which, in my opinion, that science, or indeed any physical science, may be best taught. The great matter is to make teaching real and practical, by fixing the attention of the student on particular facts, but at the same time it should be rendered broad and comprehensive by constant reference to the generalizations of which all particular facts are ill.u.s.trations. The lobster has served as a type of the whole animal kingdom, and its anatomy and physiology have ill.u.s.trated for us some of the greatest truths of biology. The student who has once seen for himself the facts which I have described, has had their relations explained to him, and has clearly comprehended them, has so far a knowledge of zoology, which is real and genuine, however limited it may be, and which is worth more than all the mere reading knowledge of the science he could ever acquire. His zoological information is, so far, knowledge and not mere hearsay.

And if it were my business to fit you for the certificate in zoological science granted by this department, I should pursue a course precisely similar in principle to that which I have taken to-night. I should select a fresh-water sponge, a fresh-water polype or a _Cyanaea_, a fresh-water mussel, a lobster, a fowl, as types of the five primary divisions of the animal kingdom. I should explain their structure very fully, and show how each ill.u.s.trated the great principles of zoology.

Having gone very carefully and fully over this ground, I should feel that you had a safe foundation, and I should then take you in the same way, but less minutely, over similarly selected ill.u.s.trative types of the cla.s.ses; and then I should direct your attention to the special forms enumerated under the head of types, in this syllabus, and to the other facts there mentioned.

That would, speaking generally, be my plan. But I have undertaken to explain to you the best mode of acquiring and communicating a knowledge of zoology, and you may therefore fairly ask me for a more detailed and precise account of the manner in which I should propose to furnish you with the information I refer to.

My own impression is that the best model for all kinds of training in physical science is that afforded by the method of teaching anatomy, in use in the medical schools. This method consists of three elements--lectures, demonstrations, and examinations.

The object of lectures is, in the first place, to awaken the attention and excite the enthusiasm of the student; and this, I am sure, may be effected to a far greater extent by the oral discourse and by the personal influence of a respected teacher, than in any other way.

Secondly, lectures have the double use of guiding the student to the salient points of a subject, and at the same time forcing him to attend to the whole of it, and not merely to that part which takes his fancy.

And lastly, lectures afford the student the opportunity of seeking explanations of those difficulties which will, and indeed ought to, arise in the course of his studies.

But for a student to derive the utmost possible value from lectures, several precautions are needful.

I have a strong impression that the better the discourse is, as an oration, the worse it is as a lecture. The flow of the discourse carries you on without proper attention to its sense; you drop a word or a phrase, you lose the exact meaning for a moment, and while you strive to recover yourself, the speaker had pa.s.sed on to something else.

The practice I have adopted in late years in lecturing to students, is to condense the substance of the hour's discourse into a few dry propositions, which are read slowly and taken down from dictation; the reading of each being followed by a free commentary, expanding and ill.u.s.trating the proposition, explaining terms, and removing any difficulties that may be attackable in that way, by diagrams made roughly, and seen to grow under the lecturer's hand. In this manner you, at any rate, insure the co-operation of the student to a certain extent.

He cannot leave the lecture-room entirely empty if the taking of notes is enforced, and a student must be preternaturally dull and mechanical if he can take notes and hear them properly explained, and yet learn nothing.

What books shall I read? is a question constantly put by the student to the teacher. My reply usually is, "None; write your notes out carefully and fully; strive to understand them thoroughly; come to me for the explanation of anything you cannot understand, and I would rather you did not distract your mind by reading." A properly composed course of lectures ought to contain fully as much matter as a student can a.s.similate in the time occupied by its delivery; and the teacher should always recollect that his business is to feed, and not to cram, the intellect. Indeed, I believe that a student who gains from a course of lectures the simple habit of concentrating his attention upon a definitely limited series of facts, until they are thoroughly mastered, has made a step of immeasurable importance.

But however good lectures may be, and however extensive the course of reading by which they are followed up, they are but accessories to the great instrument of scientific teaching--demonstration. If I insist unweariedly, nay fanatically, upon the importance of physical science as an educational agent, it is because the study of any branch of science, if properly conducted, appears to me to fill up a void left by all other means of education. I have the greatest respect and love for literature; nothing would grieve me more than to see literary training other than a very prominent branch of education; indeed, I wish that real literary discipline were far more attended to than it is; but I cannot shut my eyes to the fact that there is a vast difference between men who have had a purely literary, and those who have had a sound scientific, training.

Seeking for the cause of this difference, I imagine I can find it in the fact, that, in the world of letters, learning and knowledge are one, and books are the source of both; whereas in science, as in life, learning and knowledge are distinct, and the study of things, and not of books, is the source of the latter.

All that literature has to bestow may be obtained by reading and by practical exercise in writing and in speaking; but I do not exaggerate when I say, that none of the best gifts of science are to be won by these means. On the contrary, the great benefit which a scientific education bestows, whether as training or as knowledge, is dependent upon the extent to which the mind of the student is brought into immediate contact with facts--upon the degree to which he learns the habit of appealing directly to nature, and of acquiring through his senses concrete images of those properties of things, which are and always will be, but approximately expressed in human language. Our way of looking at nature, and of speaking about her, varies from year to year; but a fact once seen, a relation of cause and effect, once demonstratively apprehended, are possessions which neither change nor pa.s.s away, but, on the contrary, form fixed centres, about which other truths aggregate by natural affinity.

Therefore, the great business of the scientific teacher is, to imprint the fundamental, irrefragable, facts of his science, not only by words upon the mind, but by sensible impressions upon the eye and ear and touch, of the student, in so complete a manner that every term used, or law enunciated, should afterwards call up vivid images of the particular structural, or other, facts which furnished the demonstration of the law, or the ill.u.s.tration of the term.

Now this important operation can only be achieved by constant demonstration, which may take place to a certain imperfect extent during a lecture, but which ought also to be carried on independently, and which should be addressed to each individual student, the teacher endeavouring, not so much to show a thing to the learner, as to make him see it for himself.

I am well aware that there are great practical difficulties in the way of effectual zoological demonstrations. The dissection of animals is not altogether pleasant, and requires much time; nor is it easy to secure an adequate supply of the needful specimens. The botanist has here a great advantage; his specimens are easily obtained, are clean and wholesome, and can be dissected in a private house as well as anywhere else; and hence, I believe, the fact, that botany is so much more readily and better taught than its sister science. But, be it difficult or be it easy, if zoological science is to be properly studied, demonstration, and, consequently, dissection, must be had. Without it, no man can have a really sound knowledge of animal organization.

A good deal may be done, however, without actual dissection on the student's part, by demonstrating upon specimens and preparations, and in all probability it would not be very difficult, were the demand sufficient, to organise collections of such objects, sufficient for all the purposes of elementary teaching, at a comparatively cheap rate. Even without these, much might be effected, if the zoological collections, which are open to the public, were arranged according to what has been termed the "typical principle"; that is to say, if the specimens exposed to public view were so selected, that the public could learn something from them, instead of being, as at present, merely confused by their multiplicity. For example, the grand ornithological gallery at the British Museum contains between two and three thousand species of birds, and sometimes five or six specimens of a species. They are very pretty to look at and some of the cases are, indeed, splendid; but I will undertake to say, that no man but a professed ornithologist has ever gathered much information from the collection. Certainly, no one of the tens of thousands of the general public who have walked through that gallery ever knew more about the essential peculiarities of birds when he left the gallery, than when he entered it. But if, somewhere in that vast hall, there were a few preparations, exemplifying the leading structural peculiarities and the mode of development of a common fowl; if the types of the genera, the leading modifications in the skeleton, in the plumage at various ages, in the mode of nidification, and the like, among birds, were displayed; and if the other specimens were put away in a place where the men of science, to whom they are alone useful, could have free access to them, I can conceive that this collection might become a great instrument of scientific education.[66]

The last implement of the teacher to which I have adverted is examination--a means of education now so thoroughly understood that I need hardly enlarge upon it. I hold that both written and oral examinations are indispensable, and, by requiring the description of specimens, they may be made to supplement demonstration.

Such is the fullest reply the time at my disposal will allow me to give to the question--how may a knowledge of zoology be best acquired and communicated?

But there is a previous question which may be moved, and which, in fact, I know many are inclined to move. It is the question why should training masters be encouraged to acquire a knowledge of this, or any other branch, of physical science? What is the use, it is said, of attempting to make physical science a branch of primary education? Is it not probable that teachers, in pursuing such studies, will be led astray from the acquirement of more important but less attractive knowledge?

And, even if they can learn something of science without prejudice to their usefulness, what is the good of their attempting to instil that knowledge into boys whose real business is the acquisition of reading, writing, and arithmetic?

These questions are, and will be, very commonly asked, for they arise from that profound ignorance of the value and true position of physical science, which infests the minds of the most highly educated and intelligent cla.s.ses of the community. But if I did not feel well a.s.sured that they are capable of being easily and satisfactorily answered; that they have been answered over and over again; and that the time will come when men of liberal education will blush to raise such questions,--I should be ashamed of my position here to-night. Without doubt, it is your great and very important function to carry out elementary education; without question, anything that should interfere with the faithful fulfilment of that duty on your part would be a great evil; and if I thought that your acquirement of the elements of physical science and your communication of those elements to your pupils, involved, any sort of interference with your proper duties, I should be the first person to protest against your being encouraged to do anything of the kind.

But is it true that the acquisition of such a knowledge of science as is proposed, and the communication of that knowledge, are calculated to weaken your usefulness? or may I not rather ask is it possible for you to discharge your functions properly, without these aids?

What is the purpose of primary intellectual education? I apprehend that its first object is to train the young in the use of those tools wherewith men extract knowledge from the ever-shifting succession of phenomena which pa.s.s before their eyes; and that its second object is to inform them of the fundamental laws which have been found by experience to govern the course of things, so that they may not be turned out into the world naked, defenceless, and a prey to the events they might control.

A boy is taught to read his own and other languages, in order that he may have access to infinitely wider stores of knowledge than could ever be opened to him by oral intercourse with his fellow men; he learns to write, that his means of communication with the rest of mankind may be indefinitely enlarged, and that he may record and store up the knowledge he acquires. He is taught elementary mathematics that he may understand all those relations of number and form, upon which the transactions of men, a.s.sociated in complicated societies, are built, and that he may have some practice in deductive reasoning.

All these operations of reading, writing, and ciphering, are intellectual tools whose use should, before all things, be learned, and learned thoroughly; so that the youth may be enabled to make his life that which it ought to be, a continual progress in learning and in wisdom.

But, in addition, primary education endeavours to fit a boy out with a certain equipment of positive knowledge. He is taught the great laws of morality; the religion of his sect; so much history and geography as will tell him where the great countries of the world are, what they are, and how they have become what they are.

Without doubt all these are most fitting and excellent things to teach a boy; I should be very sorry to omit any of them from any scheme of primary intellectual education. The system is excellent so far as it goes.

But if I regard it closely a curious reflection arises. I suppose that fifteen hundred years ago, the child of any well-to-do Roman citizen was taught just these same things; reading and writing in his own and, perhaps, the Greek tongue; the elements of mathematics; and the religion, morality, history, and geography current in his time.

Furthermore, I do not think I err in affirming, that, if such a Christian Roman boy, who had finished his education, could be transplanted into one of our public schools, and pa.s.s through its course of instruction, he would not meet with a single unfamiliar line of thought; amidst all the new facts he would have to learn, not one would suggest a different mode of regarding the universe from that current in his own time.