[12] "In all the newspapers and most of the periodical publications I was represented as an unbeliever in Revelation, and no better than an atheist."--_Autobiography_, Rutt, vol i. p. 124. "On the walls of houses, etc., and especially where I usually went, were to be seen, in large characters, 'MADAN FOR EVER; DAMN PRIESTLEY; NO PRESBYTERIANISM; DAMN THE PRESBYTERIANS,' etc., etc.; and, at one time, I was followed by a number of boys, who left their play, repeating what they had seen on the walls, and shouting out, '_Damn Priestley; damn him, damn him, for ever, for ever,_' etc., etc. This was no doubt a lesson which they had been taught by their parents, and what they, I fear, had learned from their superiors."--_Appeal to the Public on the Subject of the Riots at Birmingham_. [13] First Series. _On Some of the Peculiarities of the Christian Religion_. Essay I. "Revelation of a Future State." [14] Not only is Priestley at one with Bishop Courtenay in this matter, but with Hartley and Bonnet, both of them stout champions of Christianity. Moreover, Archbishop Whately's essay is little better than an expansion of the first paragraph of Hume's famous essay on the Immortality of the Soul:--"By the mere light of reason it seems difficult to prove the immortality of the soul; the arguments for it are commonly derived either from metaphysical topics, or moral, or physical. But it is in reality the Gospel, and the Gospel alone, that has brought _life and immortality to light_." It is impossible to imagine that a man of Whately's tastes and acquirements had not read Hume or Hartley, though he refers to neither. [15] _Essay on the First Principles of Government_, Second edition, 1771. [16] "Utility of Establishments," in _Essay on First Principles of Government_, 1771. [17] In 1732 Doddridge was cited for teaching without the Bishop's leave, at Northampton. II ON THE EDUCATIONAL VALUE OF THE NATURAL HISTORY SCIENCES [1854] 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,