STUDY OF ECONOMICS. 29 



Mr. Armstrong gave an instance of a young girl aged about 

 eleven struggling with the difficulties of physiology. He 

 imagined that some social subject would be more useful. 



Mr. Houston supposed that the difficulty could be got over 

 by leaving it to the discretion of the teacher. He thought 

 that the more obvious phenomena of economics could be easily 

 introduced. He gave instances of such problems. Children 

 of an early age could be made to understand them ; they are 

 now entirely neglected. 



Mr. Chamberlain was of opinion that the subject should be 

 introduced only into the high schools. It would be more useful 

 than teaching history and geography to such extremes as is at 

 present the case. If these and others were modified there 

 would be time for the study of Economics. He would like to 

 know which was more important, a knowledge of the effects 

 of the duties on sugar, or the location of some petty town in 

 Siberia. Many of the pupils in our schools had a better 

 knowledge of the geography of Russia than of the Dominion 

 of Canada. 



FIFTEENTH MEETING. 



Fifteenth Meeting, 25th February, 1888, T. B. Browning, 

 M.A., in the chair. 



Donations and exchanges since last meeting, 51. 



Mr. Charles Levy read a paper on " Capital." 



He said capital is of two kinds, vital and separate, vital capital 

 being the expectancy of the life, as it would be estimated by the 

 usage govei-ning the sale of life annuities ; separate capital being 

 everything attaching to the life. The Creator of all things is the 

 fii-st and greatest capitalist. The earth is one of His instruments of 

 distribution. Man drawing through the earth upo n the Creator 

 became a capitalist to the extent of his drafts. All men are capitalists, 



