TRANSACTIONS OF SECTION L. 845 



mucli attention as that already given to the physical side, and (Jommittee8 should 

 be appointed to report on the teaching of natural history and botany. 



The sole object of the paper is to concentrate the discussion which will follow 

 on a few main points which deserve special attention. 



The Kindergarten, conducted on true Froebelian lines, covering the years 5 to 8, 

 may be regarded as a satisfactory preparation for young children. The Experi- 

 mental Science Course, based on the British Association Report, covering the years 

 12 to IB, may also be regarded as satisfactory ; but an important point arises as 

 to whether it should be modified in the case of girls. Girls obtain much better 

 results in biological than in physical science. 



The interval between the Kindergarten and the Experimental Science Course 

 should be utilised for suitable Nature-study teaching. Natural history and botany 

 are, as a rule, taught very badly in schools. Systematic botany has been the bane 

 of botany teaching, in the same way that qualitative analysis has been the bane of 

 chemistry teaching. 



During this interval thorough instruction should be given in practical 

 mathematics, including the mensuration which is generally taken as part of the 

 Experimental Science Course. This should be given in the time devoted to mathe- 

 matics, not science. 



Suggested Scheone. 



Kindergarten ' 5 to 8 years"! 



Natural History 8 to 10 „ > boys and girls. 



Botany 10 to 12 „ J 



Elementary Experimental Science . 12 to 14 „ ] , 



Advanced „ „ . 14 to IG „ J °°^^- 



With a possible modification for girls : — 



Elementary Experimental Science .... 12 to 14 years. 

 Botany (more advanced) 14 to 16 „ 



The subjects requiring special attention are the teaching of natural history and 

 botany, and the correlation of science and art teaching. The separation of instruc- 

 tion in diHerent subjects into water-tight compartments leads to great waste of 

 ■energy and time. Subjects taught as science should be judged entirely by their 

 educational, not their informational, value. Hygiene, dealing with the laws of 

 health, should, however, be taught for purposes of information. The subject is 

 too wide, and includes too many branches of natural science to admit of rational 

 treatment without the expenditure of far more time than can be allotted to it. 



FRIDAY, SEPTEMBER 12, 



The following Papers were read : — 



1. The Tntrodnction of Practical Instruction into Irish National Schools. 

 By W. Mayhowe Heller. 



The position of educational affairs in Ireland to-day is one of extraordinary 

 interest. Not only have revolutionary changes in administration of primary and 

 secondary education recently occurred, but far-reaching modifications in curricula 

 and methods of instruction have been introduced. These sweeping changes were 

 the result of the recommendations of recent Commissions, and now within the last 

 few days the Commission on University Education has presented its final report. 



The Commissioners of National Education, in taking steps to introduce practical 

 instruction into their schools, are attempting to do the work accomplished in the 

 towns of England and Scotland by local educational enterprise. 



The introduction of elementary science will be of especial interest to this 



