TRANSACTIONS OF SECTION L. 841 



books are for the most part too technical ; whilst much has been done to advo- 

 cate the introduction of ' science ' into general education, little has been done 

 to make this possible. Unfortunately those who attempt to write readable books 

 are too frequently not tho?e who are possessed of sound knowledge : it is time 

 that it were realised by those who could write well and accurately that there 

 is a duty incumbent upoh tbem ; on the other hand, something should be done to 

 stem the torrent of text-books which is now Hooding the field of education with 

 the destroying force of a deluge, making proper reading impossible. 



The true use of books has yet to be found and admitted ; we do not sufficiently 

 recognise their value as stores of information and savers of brain waste. Why 

 should long trains of facts be committed to memory but to be forgotten ? It is 

 impossible to believe that such a process is mental training ; it must involve loss 

 of energy and mental degradation. In future we must give the training at less 

 cost and teach the art of going to books for minute details whenever they are 

 wanted. Nearly every subject is taught in an eminently selfish manner at the 

 present time, the expert declaring that the learner must become acquainted with 

 all the main facts of the subject, instead of recognising that it is far more important 

 to acquire knowledge of first principles together with the power of acquiring the 

 knowledge of facts whenever these become necessary. 



The second R may be held to cover not only mere writing but also composition. 

 Why is the art of composition taught so badly ? Because it is impossible even for 

 children to make bricks without straw : they have little to write about under 

 ordinary school conditions. The subject is also one, I believe, which must be 

 taught incidentally, at least during the earlier years, and chiefly in connection 

 with the experimental work; in fact, to make this last the training it should be, 

 an absolute record of all that is done must be properly written out, and while the 

 work is being done too. Many teachers, I know, shy at this, and say that 

 it is their business to teach ' Science,' not literary style ; but they are wrong : 

 they must inevitably accept the burden if they are to succeed in teaching ' Science ' 

 at all. An experiment, like an act, ' hath three branches ' — to conceive, to do, to 

 utilise : a clearly defined motive must underlie it ; it must be properly executed ; 

 the result must be interpreted and applied. It is only when the motive is clearly 

 written out that it is clearly understood — that the meaning or intention of the 

 experiment is clearly grasped ; and this is equally true of tue result. Of course, 

 it is necessary to proceed slowly and not to demand too much from beginners ; but 

 it is surprising how the power grows. Drawing, of course, must be included 

 under the second R ; but this also may with advantage be taught incidentally and 

 only receive individual attention at a later stage, when those who show aptitude 

 in the incidental work have been selected out for higher instruction. 



The third R must be held to cover, not merely the simple rules of arithmetic, 

 and all that is necessary of formal mathematics, but also measurement work. 

 Mathematics claims to be an exact subject: therefore it must be treated exactly 

 and made the means of inculcating training in exactness ; not on paper merely 

 but in fact. Moreover, physical science reposes on a basis of exact measurement, 

 so that the introduction of experimental work into schools involves the introduc- 

 tion of measurement work as a matter of course. 



The fourth R — Reasoning — will necessarilj' be taught in connection with every 

 subject of instruction, not specifically. It is introduced as marking the absolute 

 need of developing thought-power ; and, in point of fact, should be put before all 

 others in importance. 



Under such a system as I suggest the time of study would be spent in two 

 ways — in reading and experimenting. But whatever we do let us be thorough ; 

 the danger lies in attempting too much, too many things. Each step must be 

 taken slowly and warily and a secure position established before going further. 



Ireland is fortunate at the present time in that far-reaching changes are being 

 introduced into its educational system. A body of men are engaged in this work 

 who are, I believe, in every way specially qualified to promote reforms anci 



