40 Report S.A.A. Advancement of Science. 



with a view to securini^ to Science its proper jilace in the curriculum 

 of the Matriculation Examination of the University. Considering 

 the large number and the representative nature of the members of 

 our Association, they have a claim to have their views on educational 

 matters considered by the University Council. Having passed the 

 Matriculation Examination, the young South African enters into prac- 

 tical life, or he takes up a profession, joining an attorney's office, study- 

 ing surveying, taking up the mining course, or proceeding to a College 

 to prepare himself for a University Degree; the larger numljer of 

 the undergraduates proceeti to a College. In order t(j get to the 

 B.A. Examination, the student must first go through the Intermediate 

 Examination. This examination could be passed before 1902 with- 

 out the candidate taking up a Science subject, and nearly one-half 

 of the candidates passing this Examination before 1902 did not take 

 a Science subject. This defect has recently been remedied, inasmuch 

 as at present a Science subject is included in the syllabus of this 

 examination amongst the compulsory subjects, and in Chemistry the 

 candidate has to pass even a practical examination. This is as it 

 should be. The student who now^ passes the Intermediate Examina- 

 tion and then proceeds to the literary side will have in later years 

 a better understanding . of, and a better insight into, the great 

 economic questions connected with the development of this country, 

 which in the last instance are always connected with the one or the 

 other branch of Science. The student who proceeds from the 

 Intermediate to the Bachelor of Arts Degree in Science generally 

 studies, besides Mathematics, also Physics or Chemistry, or both. 

 According to my experience, the South African student possesses a 

 considerable measure of ability for mastering the more difficult prob- 

 lems in the Experimental Sciences, and particularly in Chemistry. 

 Many students have done experimental and research work in our 

 laboratory which would be creditable to advanced and experienced 

 students in Continental Universities. 



In consequence of the inferior position allotted to Science in 

 the education system throughout South Africa, these departments are, 

 as a rule, inadequately equipped in Schools as well as Colleges. 

 The teaching and study of the experimental Sciences require an 

 •equipment of apparatus and material which are soon consumed and 

 have to be renewed from time to time. It stands to reason that in 

 the hands of beginners apparatus suffers more than when handled by 

 •experienced men. Consequently, there is a greater expense con- 

 nected with the efficient teaching of these subjects, for which provi- 

 sion must be made. The fact should not be lost sight of that a 

 knowledge of the Experimental Sciences is to the young South 

 African, when the school years have passed, of greater use than most 

 of the other subjects contained in the school curriculum. In making 

 provision for the requirements of education, the principal object must 

 always be to secure efficiency, and not the desire to illustrate how 

 •cheap education can be. 



Thanks to the energy of the Council of the South African 

 College, this institution is now equipped in such a manner that effi- 



