748 KEPOET— 1886. 



in this cliaiv a lii^h standard of excellence. Of the difficulty of maintaining this 

 standard I am only too sensible. The conception and elaboration of the obsei-va- 

 tions which I have laid before you have been attended with grave doubts on my 

 own part whether I should not have done better in working up some point of 

 economics or statistics that has either come directly under my own observation 

 and attention or that would have been of immediate interest at this present time 

 and in this particular place. Of such there would have been no lack, and for taking 

 such a course there would have been ample precedent. But it appeared to me that 

 the address of a President to the Section should, unless there be some special 

 reason to the contrary, be something more than a Sectional paper, emancipated 

 from the ordinary restrictions as to length, and by courtesy almost equally sheltered 

 from the fi'ee criticism to which Sectional papers are subjected. I have preferred 

 to attempt, inadequately though it may be, to show how narrow are the limits 

 which divide economic from statistical inquiry, how inseparably associated tliey 

 must ever be, how wide is the sphere of their joint action, and how cognate in 

 their method they are to other branches of research which are inclined to arrogate 

 to themselves exclusively the prerogatives of science. In selecting for special, 

 though cursory, mention two points of particular interest to the economist and 

 the statistician, namely, vital statistics and that fluctuating basis for the estimate 

 of wealth which we call the standard of value ; in pointing out how specially these 

 are subject to those disturbing influences which Professor Caimes has carefully 

 taught ' us always to reserve in matters of economic speculation ; and in admitting 

 how tentative have been, and still are, our efibrts to grasp the complexity of their 

 conditions, I trust that I have not in any way derogated from the dignity of the 

 cause which we are here assembled to advocate and to advance. The formulae of 

 economics and the lessons of statistics may not in all cases have been universally 

 received or practically laid to heart ; the ever-varying conditions of society may 

 enforce a constant change in the appearance of social phenomena, and may lend an 

 appearance of uncertainty to our conclusions, but it is not in this place, nor is it at 

 the present time, that we need fear to meet the question. What has the science 

 which you are investigating done for tlie good of mankind ? 



The following Papers were read : — 



1. On Manual Training.'^ By Sir Philip Magnvs. 



Sir Philip said that this subject had been carefully considered by a Committee 

 appointed to continue inquiries relating to the teaching of science in elementary 

 schools. They had reported to the Council of the Association that it was desirable 

 to make representations to the Education Department, and suggested that the 

 encouragement for the teaching of handicraft work might take the form recom- 

 mended by the Commission on Technical Instruction, so that the use of tools in 

 boys' schools might be placed in the same position as practical cookery in girls' 

 schools. It could not be too often repeated that tlie object of workshop practice, 

 as a part of general education, was not to teach a boy a trade, but to develop his 

 faculties, and give him manual skill, and to familiarise the pupil with the properties 

 of such common substances as wood and iron, to teach the hand and eye to work 

 in unison, to accustom the pupil to exact measurement, and to enable him by the 

 use of tools to produce actual things from drawings that represent them. The 

 author pointed out the collateral instruction that could be given in connection with 

 the teaching of handicrafts, and showed that wliile the faculties of the children 

 were being usefully exercised, and the area of their knowledge was being extended, 

 they were at the same time acquiring manual skill which could not fail to be useful 

 to them in every trade. It is often assumed that school time should be utilised 

 for teaching a child those things he is not likely to learn in after-life, whereas the 



• Logical Method of Pol. Econ., Lect. III. p. 85 (Edit. 1875), et al. 



* The subject-matter of this paper has since been published in the Contemporary 

 Review, November 1886. 



