Address by Dr. Hahn. 39 



is in no proportion to the architectural grandeur. There are also 

 those, and for my part 1 side with them, who attribute those short- 

 comings to the prevailing examination system which pervades all 

 education in England, and. I regret to say, also here. I shall not 

 follow up this subject now, for I fear my words will be like a voice in 

 the wilderness, because this examination system is the very foundation 

 of our University, which is merely an examining body, and it is also- 

 carefully nursed by the Education Department. 



With reference to the neglect of the study of Science in our 

 schools, I believe our Association can do much towards altering the 

 present unsatisfactory state of affairs. It is plainly stated in our 

 constitution that one of the objects of our Association is " to obtain a 

 more general attention to the objects of pure and applied Science 

 and the removal of any disadvantages of a public kind which may 

 impede its progress." It is therefore the duty of our Association 

 to take steps for the removal of the disadvantages under which the 

 South African students at present prosecute their education, and to- 

 take care that the study of Science is a sine qua non in the curriculum 

 of every young South African. Our Association must point out to the 

 University Council the necessity of introducing Science into the com- 

 pulsory subjects of the Matriculation Examination. In the University 

 of London two Science subjects are compulsory in the Matriculation 

 Examination, viz.. Chemistry and Physics, but I think we should try 

 to induce the University Council to have for the present only one 

 Science subject amongst the compulsory subjects of the Matriculation 

 Examination, viz., Chemistry, or Physics, or "Botany. The Matricula- 

 tion Examination marks in our general course of education rather the 

 end of the school education than the beginning of academic 

 studies. In 1901 there were 732 candidates entered for this examina- 

 tion, that is to say 732 young South Africans had at least for one year 

 studied the several subjects prescribed for this examination. Of 

 these 732 candidates, only 152, about one-fifth, presented themselves, 

 the following year at the next higher, the Intermediate Examination, 

 What has become of the other 580 candidates wh(j abso entered irt 

 1 90 1 for the Matriculation Examination ? Thev are scattered all 

 over South Africa. Some of them having passed the Matriculation- 

 Examination have turned with most of those who failed into different 

 walks of life. A few — very few — who failed, remained at school tO' 

 try again the next year. If the regulations of the Matriculation 

 Examination contained the condition that all candidates have to 

 show a competent knowledge in at least one Science subject, all 

 these young South Africans — 580 — -would be so many seeds for 

 spreading the interest in Science. Of course, we cannot expect 

 those, who during their school days never came into touch with any 

 branch of Science, to interest themselves in later years in the spread 

 and growth and promotion of the study of Science or of scientific 

 pursuits. What I have stated for the year 1901 repeats itself ever\' 

 year, only the number of candidates grows larger every vear. 



For these reasons I request all the members of the South African 

 Association for the Advancement of Science to use their influence- 



