PRESIDENTS ADDRESS. Xl 
we may say that in the family of knowledges, science is the household 
drudge, who in obscurity hides unrecognized perfections. To her has 
been committed all the work ; by her skill, intelligence and devotion, 
have all conveniences and gratifications been obtained ; and while cease- 
lessly ministering to the rest, she has been kept in the background, that 
her haughty sisters may flaunt their fripperies in the eyes of the world. 
The parallel holds yet further. For we are fast coming to the dénoue- 
ment, when the position will be changed, and while these haughty 
sisters sink into merited neglect, science, proclaimed as highest alike in 
worth and beauty will reign supreme.” 
The Duke of Devonshire has introduced a bill into the House of 
Lords which is practically a bill for the establishment of science schools. 
In Scotland, Sir Henry Craik’s latest educational circular aims at the 
encouragement of Science and Art in combination with a sound scheme 
of general education. The course of instruction extends over three years 
as follows: 
1. Experimental Science.— Not less than four hours a week, of 
which two hours must be experimental. In the third year at least three 
hours of practical work will be required. 
2. Drawing.—At least two hours a week. 
3. Mathematics, including Geometry, Mensuration, Arithmetic and 
Algebra.—At least four hours a week. 
4. History and English Literature.—About five hours a week. 
5. Geography. — About two hours a week. 
6. Manual Training —At least three hours a week. 
7. One Modern Language. 
8. Various other subjects of Practical Interest such as Bookkeeping, 
Phonography, &e. 
It will be seen at once that the course very much resembles our 
imperative course, except in that it gives one-sixth of the time to science 
while we give only one-eight. 
Coming to America we find that the recommendations of the 
Committee of Ten, of the Committee of Fifteen and of the Committee 
on Science Teaching in Schools to the American Society of Naturalists, 
all agree in recommending a course of study substantially like ours,— 
like our ideal course, but not like the actual course. 
A consideration of these facts leads us at once to conclude that our 
prescribed course of study fairly well represents the best ideals of the 
