ON THE STUDY OF NATURAL HISTORY. BY DAVID P. THOMSON, M.D. "What is man, If his chief good, and market of his time, That capability and godlike reason To fust in us unus'd." Hamlet. Do me the honour, Ladies, to give your attention, while I seek on this occasion to convey a general idea of what is to be learnt in the course of lectures about to be delivered; and while I endeavour to point out to you the delights and utility of such a study as Natural History, may I be enabled to convey to you that strong impression of the value of the subject, which will induce you to favour me with your attendance at the class now formed. It is a saying trite and true, that there is no royal road to knowledge; but in this branch of secular education I know of fewer thorns in the way than beset most other studies. The interest excited, there is a fascination in the pursuit which carries the enquirer onwards; and as the observant faculties are cultivated, habits of correct, methodical thought are engendered, which in life are priceless. Without order, Natural History would be a chaos; without classification, a labyrinth. The gold is no less precious that it is still unseen in its native nidus; but its value is increased when brought to light, and put into the hands of the skilful workman. And youth is the period of life wisely intended by the Creator for acquiring knowledge. The memory is then most vigorous, the judgment is least matured, and the cares of life are yet unknown. The intellectual faculties slowly ripen, but the nervous system is early susceptible of impressions; and the newer these impressions of the external world are, the more permanent do they become. Facts are then treasured up, which at a maturer age would be sifted; and, if found not to harmonise with theories adopted, or preconceived views, discarded. Implicit acceptance of a truth is a feature of youth, and not unlovely: credulity, at a later period, changes to scepticism, or such is the tendency. In early life, we deal with matter, rather than with mind and Natural History is eminently material, though such is not its essence absolutely. Observations are recorded, facts are investigated, matter is carefully examined, but the mind works through a process of logical reasoning, and the study becomes truly philosophical. That which is primarily known to us by the senses, becomes a function of our consciousness: we blend the principles of human enquiry as we advance the study in its unity. In whichever phase we view it, truth is still the ultimate object of enquiry; and in this aspect of the question the mental process, which leads us safely and surely through hypotheses, fallacies, and errors, on the one hand, and authentic, essential, and adequate facts -corporeal though they be-on the other, ranks with the highest metaphysical operations. Instructed in the ample facts of Natural History, and guided to reason rightly thereon, the mind will become not only duly regulated, but the knowledge imparted will prove a most valuable acquirement. The mental habits thus induced will be reflected in daily life, and exert a moral influence upon the character as important as the intellectual |