Hill. — Technical and Scientific Training. 167 



the quickening of observation, the collecting of facts, and the 

 constant reference to the "why" in the cultivation of the 

 faculties of the children, ought to form the very groundwork 

 of all the earlier training in the schools. Minds led along the 

 paths such as nature designed for them will pursue the study of 

 natural science as a pleasing recreation if only teachers them- 

 selves lead the way. The clouds in the sky, the phenomena 

 of rain, hail, snow, wind, thunder, lightning, heat, cold, and 

 a hundred similar things, provide a field of training such as no 

 books can supply. Air, earth, water, animal and vegetable 

 life provide facts that are available for all forms of science 

 and all departments of discovery and invention ; yet these, 

 though so full of sermons to young minds, are passed by for 

 the purpose of acquainting children with statements made in 

 books, which in too many cases teachers and pupils have no 

 means of proving or disproving. 



The training in natural science such as is suggested here 

 gives power to children. They are early led to see and to 

 think for themselves, and if teachers paid more attention in 

 the schools to this aspect of learning, school life would be rid 

 of half its difficulties, and progress would be more real because 

 more permanent and capable of producing means of instruc- 

 tion and enjoyment. Professor Huxley once said, "I would 

 not turn my hand over to have biology taught in every school 

 in the land if the subject is to be taught through books 

 only " ; and it appears to me that no one should be placed in 

 charge of a public school who is unable to train children by 

 the direct exercise of their perceptive faculties. Observation 

 represents experience. It deals with realities, trains the judg- 

 ment, encourages work, and provides a means of daily plea- 

 sure to children by placing in their hands the means to dis- 

 cover new facts. Thus natural science becomes the stepping- 

 stone to the utilities in experimental science in all that pertains 

 to industrial and economic conditions. 



It will be noticed from these observations that science 

 begins, or should begin, in the infant schools, and it should be 

 continued in an ever-widening circle throughout the primary 

 or lower school course. A degree of specialisation could then 

 be introduced ; but under no circumstances should science 

 as applied to the arts and industries be made to form 

 a part of the instruction to be given in a public school. 

 Intelligent children, trained to observe and to express their 

 thoughts, are capable of pursuing an advanced course of 

 instruction such as will fit them to pursue with success 

 such forms of industrial life as are found in this country. 

 New Zealand, as remarked above, is not a manufacturing 

 country, and it is manifestly improper for children to 

 undergo a preparation for a form of industry not carried 



