ECONOMIC NATURAL HISTORY; AND WHY IT 

 SHOULD BE TAUGHT IN SCHOOLS. 



By F. W. FiTzSiMONs, F.Z.S., F.R.M.S. 

 (Read, July lo, 1918.) 



Most of the inventions and discoveries which make so 

 Ic'.rg-ely for human happiness, and intellectual, moral, and spiritual 

 development, have been attained by the intelligent study of nature. 



In the degree that we study nature and her ways, and turn 

 the knowledge gained to account ; so, just in that degree, will we 

 rise superior to our environment, and triumph over the adverse 

 forces which are ever in operation around us. 



Beyond isolated efforts by enthusiasts, little is attempted to 

 interest and educate the minds of boys and girls in South Africa 

 in the natural history of their country. They are, in consequence, 

 growing up to manhood and womanhood unconscious of the 

 wonderful world of life around them, and its direct and indirect 

 bearing on their lives. What is observed has little or no meaning 

 for them. 



A primrose by a river's brim. 

 A yellow primrose was to him, 

 And it was nothing more. 



The ultimate upliftment of the human race out of animalism, 

 and narrow intolerant bigotry, into the realms of higher thought, 

 noble desires, and altruistic aspirations, can only be attained by 

 suitable education. The education of our children is very one- 

 sided. Girls leave school knowing nothing of the mechanism of 

 their own bodies, domestic science, or the care of infants. We 

 talk, write, and preach of the necessity for the conservation of 

 child life, yet we do little or nothing towards educating the future 

 mothers of the race on the science of diet, domestic hygiene, 

 human physiology, and kindred practical subjects. It may be 

 urged that it is the duty of the mother to educate her daughter on 

 these subjects; but unfortunately the mothers themselves do not 

 possess the necessary knowledge. 



. With few exceptions, our boys, after leaving school take up 

 some form of occupation in South Africa. Increasingly large 

 numbers are taking up farming". It is now realized that the 

 future of South Africa does not lie in the direction of its mineral 

 wealth onlv. The permanent prosperity of the people can onlv 

 be attained bv the opening up of the land to the farmer, and 

 taking the fullest advantage of every branch of science which will 

 add to the yield of mother earth. Our boys, through lack of 

 opportunities to settle on the land, are forced into occupations 

 anworthy of their talents and manhood. 



The development of the agricultural and pastoral resources of 

 South Africa insure'? the prosneritv of its peonle for all time, 

 and provides for their natural increase: conseouentlv the fullest 

 advantage should be taken of every department of knowledge 



