Modern culture : its true aims and requirements a series of addresses and arguments on the claims of scientific education / by Professors Tyndall [and others] ; edited by Edward L. Youmans.

Date:
1867
Catalogue details

Licence: Public Domain Mark

Credit: Modern culture : its true aims and requirements a series of addresses and arguments on the claims of scientific education / by Professors Tyndall [and others] ; edited by Edward L. Youmans. Source: Wellcome Collection.

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    PROF. R. OWEN. 4^7 1 • «„f tliPiV dpstined purpose ; their peculiar talent has never working out their destmea p , never been turned to those ^''^but hey have been wholly devoted to classics. It must f ' ^ .mbered thi mm of this'class are usually very averse to be rememberea, mat u ■ memory and composition : classical ^tud^e^. ^J^^^ YeTget ^^J^ ^^11 ^3 ill they never take ^^.f'J'' '^^^^^^ to the purpose ; and they fail to they '^-^dm!;^ fa^they aie^ the want of achieve that for cn tney ^ consider it a loss to the nS ttt 1Sot dut^^^^ establishments for youth nation, that, m ^ ^ts for g ving them the chance of SfowiS^:^^^^^^^^^^^ S^tlSwTof the fivini world, and how they %'°Do yofttink there would be much difficulty in getting teachers saj for the seven or eight principal schools of the country teacneis, say lui , j ^ afraid at the present time that to undertake that vvork. i ^^^^^^^ ^^^^^.^^ there ^^J^,]^^'fSlv wanf of systematic teaching of the arrangements, ^spec ally tne ^ . ^ elements of ^^^ural history n ,l,^t ^i^'.^lt ^hich Ta^kd me'Vn eVty occVsLn^^^^^^^^^ f have been called upon.to TacH to tri:lp^o7eSi;;^condary depart- ment in ^reat national museums of natural history. . . . 0 You say that many of those sciences are in a progressive state Every science we are acquainted with is one of ^'^f But the principles of some of the sciences-are determined ; suc^h as those o^f mathematics, for instance ?-A. The fundamental pr'ncfples of classification in natural history are as certam. ^ S Take this case: fifty years ago, supposing zoology to have been tSt in schools, would not the Linn^ean system have been adopted trj^ You might teach the main part of that system, m refSce to botany, as'a disciphnary --nee at the present day O I was thinking of the study of zoology?—^, m zoology, although of course there has been a great increase m the knowledge of the^structure of animals since the time of Linnaeus st^^^^^ principles laid down in Linnseus's immortal woik, Philosopnia gotanFca, are really those that cannot be deviated from, whether the elements of zoology- or botany be miparted. p^„P3tional 0 You do not think there is any objection to the educational use of t^e physical sciences in consequence of the f uct^a^^^^^^^^ speculative character of those sciences?-^. I deny the fluctuat- ing character : it is not applicable to natural history. The zoolo- ekal system of Ray is the basis of the system of Linn^us. It foJms Jn eSen ial part of the Linn^an system. There is neither Suatron nor speculation. The principles of natural history are aheady as settled^and fixed as can be needed for its use as a disci- E E