The fact that the material and intellectual progress of a nation is largely dependent upon the scientific culture of its inhabitants, has been so often brought before the notice of the members of the Society, that to say anything further on the subject would be so like "killing the slain," that I do not attempt it. But should any of the new members be still in doubt, I would refer him to the unexampled progress of great intellectual activity of the nations which have made its study a matter of general every-day instruction; and if he trusts not his own judgment, or that of any scientific writers who may assume to be prejudiced, I would direct his attention to the writings of Flint, Bain, Max Muller, Mill, and Spencer, as to the influence inductive science has had in founding the science of language, the philosophy of history, and in establishing the modern school of mental philosophy. The question of immediate importance is, how may this present state of scientific instruction be altered? I submit the following as the most reasonable:—
Let science be an optional subject in the second standard and upwards, and after due notice let one branch be compulsory in the sixth standard. Make the sciences voluntary subjects in the Provincial Scholarships examination. It may be thought by many that this would be beginning science too early. I believe science should be begun to be taught as soon as the pupils are fairly conversant with the "three R's." At Winchester College with me, the junior boys invariably produced the best answers. I believe this, however, to be a special case largely due to the different habit of mind needed in real scientific study to that cultivated by the ordinary method of classical work. I am strengthened in my belief by the fact, that those who shine in classics, when the examination consists of set work, seldom do well in science, if the questions rise above ordinary cram. A large number of eminent scientific men have given testimony to the ability of very young children to learn the elements of science.
I would suggest the following amendments of the University and Teachers' examination:—Let the pupil-teacher and matriculation examinations be sound "all-round" examinations; let the papers be the same all over the colony, and of a real character, that having passed them may be a guarantee against gross ignorance of any branch of learning. After having passed this examination, let the student specialize his studies according to the bent of his mind; the degree examination depending on the success in subjects selected by the candidate himself; the honours being for a high-class knowledge in any primary and subordinate subject; and let a somewhat similar rule hold for the examination of schoolmasters.
But, above all things, to give a speedy impulse to scientific study, a simplified copy of the English Science and Art Department of the Committee of Council on Education (without the social distinction made in
