554 PROCEEDINGS OF SECTION G2. 



The spirit of investigation and research is being substantially 

 encouraged. Ideals of thoroughness are stimulated and are more 

 keenly appreciated. Mr. Balfour recently stated : " Almost every 

 discovery of Pasteur and Lord Kelvin found its immediate echo 

 in some practical advantage to the industries of the world." 



The unskilled workman indirectly benefits, and by reason of 

 this he justly commands a much higher wage than his grandfather. 



Is not the great prosperity and change effected in the past 50 

 years due to the progress of invention and the application of science 

 reinforced by a better educated agricultural population ? 



With our limitless opportunities, immense unoccupied lands, 

 unrivalled climate and rich soils, we possess natm'al advantages 

 of an unusual nature, and given a trained rural population, our 

 lasting prosperity is assured. 



What may be claimed as the healthiest of our pursuits in such 

 an ideal climate demands the guiding spirit of specific training, 

 and a system of education through which the attractiveness of 

 nature and the glorious works of the Creator may be appreciated. 

 This can only be awakened by the earliest contact with nature 

 study and elementary training in agriculture in our primary schools. 



Huxley states : 



" No educational system can have any chance of permanence unless it 

 recognises the truth that education has two great ends to which anything 

 else must be subordinated. The one of these is to increase knowledge and 

 the other is to develop the love of right and the hatred of wrong." 



With an adequate conception of the method of unfolding nature 

 study, a teacher has the power to stimulate and fan into existence 

 in the child mind a bias towards rural occupations and an affection 

 for nature's beauties. 



The fascination of the study and its refining influence, the habit 

 engendered of keen observation, the discipline of the mind and the 

 aroused mental efforts, combine in the child to aim at " seeing, 

 understanding, enjoying, and practically learning from the natural 

 world around us." 



The child is taught to estimate the meaning of each natural 

 object, be it bird or flower, tree or animal, river or rock, insect or 

 weed. The training acts in relationship with our forces to create 

 mental activity and to educate with definite efficiency and use- 

 fulness. A child intended for a country life has thus his earliest 

 conceptions quickened into a love for nature's surroundings and 

 an elevating interest aroused in what would otherwise prove a 

 monotonous environment. He is brought into sympathetic touch 

 with rural pursviits. A respect and affection is developed for a life 

 on the land. The country lad in contrast with his urban confrere 

 as a rule is handier, more self reliant, courageous and resourceful. 



Nature study has been wisely termed " the sheet anchor of 

 elementary education." " A touch of nature at first hand is the 

 very breath of mental life." We realise that the inspiration, the 

 knowledge of nature's laws, the spirit of enquiry to be brought into 



