that these are not the last announcements which they shall have to communicate: that there are yet behind to search out and declare, not only secrets of nature which shall increase the wealth or power of man, but truths which shall ennoble the age and the country in which they are divulged, and by dilating the intellect, react on the moral character of mankind.”

The discoveries of a few noble minds have been the means of bringing countless blessings within the reach of the whole human race, and have given us the control over powers of which our fathers had but the faintest conception. The investigations of the philosopher are eagerly watched by the inventor. A secret has scarce been revealed from the treasury of nature when it is utilised for man's benefit and destined to enrich the treasury of thought or enhance his physical well-being.

The momentous question which presents itself is “How to spread the knowledge of science so that its advantages may be shared and enjoyed by all?” The mere exhibition of its effects is insufficient to enlighten the public mind. The electric telegraph, for instance, is an evidence and illustration of the progress of science, as also are the achievements of modern enterprise, which, while presenting in substantial monuments the triumphs of genius, and man's mastery over matter, yet their true educational value can be felt only by those whose previous mental training enables them to comprehend all that science has wrought in presenting such great results.

The claim for instruction in applied science is urged upon us from all classes of men. The mechanical work of the labourer requiring less expenditure of mere physical effort, more skill and scientific knowledge to direct even the simplest operations of his calling. As far as we can see into the future the wealth of our race must increase in the same ratio as its discoveries in science, if the inventor, the manufacturer, the engineer, the merchant and the artizan have the necessary culture to enable them to seize upon the new truths and extend their benefits over the greatest area.

Education is the development of the mind from infancy to maturity. The intellect of a child is the depository of latent power, it expands by the growth of thought, and is corrected and governed by external influences. As a community we recognise two departments of education—personal and relative.

First.—That duty which devolves upon those who, as parents or guardians, are personally responsible for training up the child to be true to himself. The virtues of self-denial, love, and obedience, and the sublime lessons of religion, can be taught only in their present form, in that Divine institution, the circle of a happy family. Parents cannot, therefore, divest themselves of this responsibility, and charge their neglect upon the State.

The second (or relative) department of education is that which prepares a

child for his duties as a citizen, and for this the State must, for its own security, be responsible. A right to the highest mental culture that can be afforded by any country is also the heritage of its children, a right with which the accidents of birth should not be allowed to interfere.

In the commonwealth many things can be better undertaken by the Government for the benefit of the whole, than by the individual for the benefit of himself. All agree that protection to person and property is the necessary duty of a Government, and this, to be effectually carried out, must include provision by the State for the education of its members.

Many advocates of national education maintain that the State need only supply the rudiments of education to those who, through poverty or neglect, would grow up in ignorance and be a burden upon the community. To open common or elementary schools is a necessary provision of the State, but the nation's duty cannot end here. The instruments of learning only open the gates of knowledge, and simple elementary instruction does not of itself prevent or diminish crime or increase the revenues of the State.

A national system must of necessity be scientific. In its primary schools the young should be trained in the first principles of science, and stimulated to delightful and profitable study. The very conditions of our existence require an early acquaintance with the truths of science. Schools of various grades must be provided, leading up to classes and colleges for the highest branches of human knowledge. Provision must also be made for the training of a staff of competent teachers, and for technical education adapted to the particular requirements of the district or country. A child will thus be prepared by the State to take his share in the struggle of life, ready to meet and surmount its difficulties, and help forward the great cause of human progress.

2. The demand for science training in public schools arises from the altered circumstances of our existence. The intellectual and industrial callings of the present day require very different attainments from those entering upon their service than in any era of past history. Natural science is required because the future life of every child will be a struggle with nature, and penalties for neglect of natural laws are being felt on every side. The State is responsible for the culpable ignorance which results in so much misfortune, sickness, and death. The laws of nature are invariable, and some elementary knowledge of them can be obtained with far less trouble than is often given to the study of ancient language, and the benefits derived are beyond comparison. What enormous advantages would accrue to the State if the laws of health and wellbeing were well understood and observed, and yet this most important of all subjects is rarely taught in a common school course.

Physical science must be taught, because man's best servants are the

forces of nature, and success in any station of life requires an acquaintance with these subtle powers. The highest rewards are held out to those who can best master these wonderful agencies and bring them into their service. It is, therefore, of supreme importance to the State that children should be made acquainted with the mighty energies which modern enterprise commands to do the bidding of man. The elements of physical science known as the “Erdkünde” of the German schools form a most important and interesting branch of preparatory study. It treats of the exhaustless treasures of our material earth in its mineral wealth, its vegetable productions or its mineral life, with the natural phenomena and climatic changes of constant occurrence. These subjects have received so little attention that the daily waste through ignorance is a serious loss in every country, which will become more and more apparent as population increases and civilization extends. How little is generally known of the air we breathe or of the food we eat, the nature of the soil and the crops it is best suited to produce, or of any of the necessary conditions of animal and vegetable life. Nature is the book from which our life's lessons are to be taken, in which we must study daily for success in business speculations, farming operations, manufacturing industry, mining adventure, or profitable thought and recreation. It is a book, the interest of which is ever increasing, and the teaching of which is of the highest importance. God's book, the Bible, can be taught at home, God's book of nature should be taught at school.

The prosperity of a country and the harmony and perfection of its laws will depend upon the spread of knowledge among its people. Self-government is the cry of the present age, the success of which as a whole rests upon the comprehension by each individual of the first principles of political or social economy. If a rifle is to be placed in a soldier's hands, military discipline requires that he shall be trained to use it; and so, if political power is to be placed in the hands of the people, it becomes the duty of the State to train them to use their influence for the common good.

Upon the testimony of the highest authorities the most important position in the education of the judgment, in the culture of the powers of observation, and in developing the resources of the mind, is assigned to the study of science, and no national system of education can be complete where it is omitted from the curriculum of its public schools.

3. The demand for technical education, or that systematic training necessary for every profession or calling, is felt in every trade and occupation, and the State should, for its own material prosperity, provide necessary instruction in the most important departments of practical education.

Commercial business now requires a scientific knowledge of the productions and resources of the world and an acquaintance with the history of modern

industry—the laws which influence production, supply and demand, international communications, shipping practice, freights, insurances, &c., must find a place in school instruction as a preparation for commercial life, and in evening training classes for those in daily employment.

Industrial occupations all require a knowledge of the elementary principles of mechanics and the physical sciences. Instruction in these departments can be given in our higher schools, and will enable the young manufacturer or artizan to understand the various processes with which he has to deal.

Agriculture now demands in the country that peculiar education which commerce requires in the town. And that the study of natural science can be made delightful and interesting to our rural populations is proved by the experience of all teachers who have taken the trouble to open the mysteries of nature and explain its operations to the wondering gaze of childhood. The eager desire for information, so strong in the young, may be stimulated into healthy activity as the mind of the child expands to receive and love the teachings of science with reference to his daily pursuits. Thus, by a diligent culture of the faculties of observation and reflection the foundation is laid for future success in advanced scientific studies.

An educational course should not be confined to the schoolroom, but classes should be held in the field, the quarry, the manufactory, and the museum, where nature may be seen at work, where mechanical operations may be examined and explained.

Drawing should form a daily lesson in all public schools. The youngest child will take great pleasure in this exercise, and the importance of early training in art cannot be estimated. The love of all that is beautiful in nature and art, if cultivated in the school, becomes a lasting source of pleasure, and finds expression in the exhibition of artistic skill in the humbler relations, as well as the higher callings of national life.

4. The German schools now present a most perfect and complete system of public instruction, and many States of Continental Europe have followed their example, and the result of their progress has astonished the world.

About twenty years ago the first attempt was made to transport the German system into English soil, and Mr John Rüntz founded the first Birkbeck school in London. Science training as the basis of education was the system adopted and most successfully carried out; two important facts were demonstrated to the public mind—First: That children could be made familiar by oral training lessons (illustrated by objects, experiments, &c.), with the elementary principles of physical science, and that they could, by sound business training, be fitted for the practical duties of life. Second: That the schools could be made popular and self-supporting. A staff of young men and women were trained as teachers under his care, and other schools were soon opened, which

are still prosperous and independent. The fees of all departments in these schools are from one shilling per week to one guines per quarter.

The department of science and art of the Committee of Council on Education has been quietly doing a great work in promoting the industrial training of the artizan and encouraging technical education throughout the country.

The twentieth report recently issued gives the most encouraging accounts of the rapidly increasing spread of knowledge among the middle and working classes of the community. By a well-organized and carefully executed plan assistance is given to schools, classes, and institutions in exact proportion to the amount of work done by them, as proved by the actual results of their teaching.

Classes for instruction may at any time be formed by duly qualified teachers, under the supervision of a local committee in connection with any school or institution. The department requires that a minimum of twenty separate daily lessons, of one hour each, shall have been given to the students in each subject authorised by them.

Examination questions are prepared by professors of the highest standing, and are forwarded to local central committees, to be by them distributed to the students assembled as directed, and returned.

Payments to teachers are made at the rate of £2 for each first-class certificate and £1 for every second-class obtained by their pupils, together with prizes to the most successful teachers.

The class of students, on account of whom payment is made, is restricted to artizans or workmen, and all classes in the receipt of incomes less than £200 per annum, and all teachers or pupils of public elementary schools. The certificates to students are usually accompanied with substantial prizes in books, etc., as memorials of success.

The last report—the most encouraging yet issued—states that the number of science schools has increased from 153 in 1866 to 948 in 1872, and for the same period the number under instruction has increased from 6,835 to 36,783, and now stands above 50,000.

Examinations for 1872 were held in 597 provincial and 56 metropolitan centres; 19,568 students worked 39,383 papers, for which 27,806 certificates were granted.

The payments made to teachers upon these results amounted to £25,202 7s 2d (or 13s 8d for each person under instruction), in sums varying from £1 to £300, the average being about £26 per teacher.

The department also made grants towards the purchase of apparatus, diagrams, etc., amounting in the year to £757 11s 10d, and awarded prizes and medals to the value of £1,544 13s 11d.

Advanced scientific instruction is promoted by special courses of study for teachers at South Kensington, and for all classes at the Royal School of Mines, College of Chemistry, and the Metallurgical Laboratory, London.

Elementary drawing, as a part of national education, and fine arts applied to industry, form the second branch of the department. Under this head are maintained the National Art Training School, with 765 students, and 122 local schools of art, with a total of 22,854 students.

Aid is also granted to 538 night classes, with 17,256 pupils, and in 1,770 elementary schools 194,549 children were taught drawing.

The grand total of persons taught drawing, painting, or modelling in 1872, through the agencies of this department in England, Scotland, and Ireland, was 244,134. Training schools for teachers are maintained in the highest degree of efficiency, and grants are made by the department in aid of the purchase of the necessary apparatus, models, etc.

The educational and art museums of South Kensington, Bethnal Green, Edinburgh, Dublin, with several local exhibitions, also under the care of the department, have been patronised during the year 1872 by 3,795,000 visitors.

The total number of persons who received direct instruction as students in science and art in connection with the various agencies for the same period, amounted to nearly 299,000.

The total expenditure of the department for all its branches, charges, and expenses during the same financial year was less than £210,000.

Thus, while a simple calculation will show the cost per head of such instruction, no estimate can be made of the gain to the community through the increased intelligence of that class to which is due the nation's greatest material prosperity.

At the Liverpool Collegiate Institution, Cheltenham College, Eton, Harrow, Marlborough College, Sherborne School, Winchester, and Taunton Collegiate School, training in science and art has now become a recognised part of the school course, and the London School Board require by regulation 18 “systematised object lessons, embracing a course of elementary instruction in physical science, and serving as an introduction to the science examinations which are conducted by the science and art department.”

With an unknown wealth of natural resources we are every day witnessing waste and loss through careless ignorance, and unless some measures are taken by our Government to provide a true system of education the next generation will feel the incubus of a heavy debt, without that knowledge which properly applied will enable our colony to meet all legitimate demands and become a wealthy and prosperous nation.

To establish and maintain in Auckland a school for practical education in