^2 Report S.A.A. Advancement of Science. 



We have, foreshadowed, the utiHzation of the Zambesi Falls and 

 the electric transmission of such part of their immense energy as is 

 necessary for working the great coal, iron, copper, and gold mines 

 which lie inside a radius that is well within the limit of economic 

 working by use of high tension currents. 



With cheap power thus available, with excellent coal and good 

 iron ore. it will probably be possible to manufacture economically 

 in Rhodesia all the steel rails required for present and future use 

 in South Africa, and to compete successfully with the Home market 

 in the manufacture of corrugated iron, wire fencing, and other articles- 

 of the kind, for which there is so large a demand in this part of the 

 world. 



But it is not my immediate object to enter into the possibilities' 

 of the economic development of South Africa, but rather to point out 

 that for such development the services of a very large body of able 

 scientific men will be required. 



If her own sons are to take their part in this great development, 

 South Africa is bound to provide for their thorough education and 

 training. And. along with that education and training of young, 

 and eager minds, she will, if the work is properly done, not only 

 advance her material interests, but raise the intellectual level of the 

 rising generation, and contribute her share in the World's Advance- 

 ment of Science. 



In the selection of Professors for this end we must be careful 

 to appoint only men of the right type. 



The mere utilization or teaching of Science is not scientific 

 activit\. In Science, as in everything else, there is no such thing 

 as standing still. You must advance or go backwards. In the earlier 

 stages of scientific study it is true that the foundations may be laid, 

 and often are very soundly laid, by a teacher who teaches little more 

 than what is to be found in the text-books, hut I imagine that the 

 fire of the original thinker and worker must be in the heart of every 

 successful teacher even of elementary Science although he may lack 

 time and opportunity for its pursuit. 



In the higher departments of scientific teaching the spirit of 

 the work is missed, its whole essence as a mental development lost, 

 if the Professor himself has not the inlmrn spirit and the time and 

 opportunity for original research. 



Time was when the attempt was made to teach Physics and 

 Chemistry Avithout working laboratories, and with the mere exhibition 

 on the lecture-table of routine apparatus and class experiments. I 

 remember these conditions only too well. The hopeless inefficiency 

 and " dry as dust "" character of such a method of teaching experi- 

 mental Science is now so well understood that I need not further 

 condemn it. 



Although it is now admitted that laboralorv work is essential 

 even in moderately elementary teaching of experimental Science, it 

 is not yet fully realized how much greater is the value of the work 

 of a teacher in every branch of Science who is himself also aa 

 original thinker and worker. 



