514 Report S.A.A. advancement of Science. 



exercise in trying to find out the trutii about the subjects of study, in 

 stating the resuhs of one's finding in plain language and drawing 

 matter-of-fact conclusions. 



1 am aware that a number of schools in South Africa have 

 admitted the study of Botany to their curriculum, and I may perhaps 

 be allowed to acknowledge the encouragement which it has received 

 at the hands of the Superintendent-General of Education of Cape 

 Colony, Dr. Muir, F.R.G. Let us hope, now that there are in 

 several places in South Africa higher institutions where teachers can 

 be properly trained in the higher branches of this Science, a better 

 state of things will soon be introduced, and that every school which 

 does not take up some other Science will get teachers who can teach 

 Botany in a proper manner. The question then remains, how is the 

 time to be found for it? Already there is a cry that there are too 

 many subjects taught. Well, if you agree with me as to the claims 

 of Botany, you will also go so far that some other subject ought to 

 suffer. Fortunately, there is one subject which, if fortune favours, 

 can afford to be lopped of some of its branches — I refer to Arith- 

 metic. I have been informed on very good authority that if we had 

 a rational system of weights and measures, an enormous amount of 

 time could be saved in the teaching of Arithmetic. If, instead of our 

 present awkward troy weights, apothecaries weights and others, we 

 had all round a decimal-metrical system, like most other civilised 

 nations, much of the unnecessary work of schoolboys and schoolgirls 

 could be saved, and time found for more intellectual pursuits. There 

 is a movement on foot to urge upon Parliament the introduction of 

 the metrical system, and" I can assure you from actual experience 

 that within a very short time after its introduction everybody would 

 rejoice over it. However, the argument which I have brought 

 forward v/ill, I am afraid, have little weight with our legislature. 

 Let us hope that others will prevail, and that our schools will thus 

 be relieved of a burden which they needlessly bear, and the removal 

 of which will afford them time to give attention to Science, and 

 especially to the study of Botany, on which, I trust, you will look 

 with greater sympathy than is usually accorded it. 



A question which was only put to me a couple of days ago by the 

 principal of a school remains yet to be answered. It comes to this : 

 Suppose we want to introduce Botany as one of our objects and have 

 a trained teacher, how are we to get the material for teaching? I 

 have already said that a kitchen garden affords a great deal of 

 material, but, of course, other aids are required. In the first place, 

 a certain amount of apparatus is required to teach the principles of 

 Physiology. 



If you glance through one of the elementary text-books of 

 Experimental Plant- Physiology, such as McDougal's translation of 

 Oels' book, you will see that even the poorest school, with the aid of 

 the Education Department, could afford to get a suitable set of 

 apparatus. A few pounds will cover the cost. 



In the teaching of Anatomy a miscroscope, costing about ^10, 

 will be required. Very good botanical slides can now be bought in 



