A-i. SOUTH AFRICAN ASSOCIATION FOR ADVANCEMENT OF SCIENCE. 



dealing with education. Fortunately for my purpose, some 

 of the papers read before the Education Section of the 

 British Association in Capetown and Johannesburg have already 

 been published in pamphlet form, including the address of Sir 

 Richard Jebb, the President of the section, which was re-delivered 

 in Johannesburg, with additions bearing on the educational pro- 

 blems of this Colony, before one of the largest audiences that listened 

 to any of the papers or addresses of the whole meeting. This 

 noteworthy gathering was, of course, mainly due to the fame and 

 well-known eloquence of Sir Richard Jebb, and the natural desire 

 of all who were acquainted with his writings to take the opportunity 

 of listening to one of the most brilliant scholars of the day ; but 

 it is also largely accounted for by the exceptional interest that is 

 being taken in educational matters at the present time. There is 

 what may almost be described as a wave of enthusiasm for education 

 passing over the country, and it is only natural that the Soutn 

 African Association for the Advancement of Science should eagerly 

 avail itself of so auspicious a moment to concentrate public atten- 

 tion on the educational needs of the country, and on the efforts that 

 are being made in so many different directions to render every 

 branch of education more widespread and more efficient. 



As you know, education, in so far as it is equivalent with 

 instruction, consists of three stages : primary or elementary 

 education, secondary or higher education, and the highest or 

 University education. To have gone through these three stages 

 constitutes a liberal education. The great majority of children in 

 this country never get beyond the first stage. They are taught to 

 read and write, generally in one language only, and the merest 

 rudiments of two or three other elementary subjects, such as simple 

 arithmetic, and the outlines of geography and of English and South 

 African history. Time was, within the recollection of many in this 

 room, when even this modicum of education was considered more 

 than enough for what was contemptuously called "the masses." 

 But now, owing to the gradual awakening of the public conscience, 

 and a better understanding of the public interest, any civilised 

 community demands, in the words of the present Lord Mayor of 

 Sheffield, " an open door for every child from infant school to 

 University." Or, to slightly vary the simile, we may regard 

 elementary education as the key to knowledge, whilst secondary and 

 University education are successive steps to the storehouses of know- 

 ledge, to those treasure-chambers enriched with the spoils of time, 

 where the accumulated wit and wisdom of mankind have gathered 

 together the triumphs of philosophy, the marvels of science, and 

 the glories of literature. To all practical intents and purposes 

 access is denied to tlie bulk of our children to these higher kinds of 

 education. All the more reason, then, why we should make sure 

 that such elementary education as we provide is at least universally 

 provided, and the best of its kind. A great and increasing effort 

 is being made to ensure this, but as yet we cannot flatter ourselves 

 that the effort is completely successful. 



