340 REPORTS ON THE STATE OF SCTENCE.—1913. 
Let me touch on the view of those who advise education as the cure. I 
confess I do not see much hope there yet. In fact, if it is ‘prevention of 
extinction with no risks’ that is aimed at, no education at all would be the 
safest course. 
It is a very high standard of education that is required to make a person 
appreciate the value of rarities in the animal and plant worlds, In our schools, 
it is better to omit instruction on uncommon forms; the commonest things in 
Nature are sufficient for a general education. It is the university—and college— 
student to whom we should appeal to respect rarer forms, and it may be worth 
while to make such an appeal; for rare creatures usually have only an academic 
interest. 
The natural history societies should draw up the fauna and flora lists, and 
call the attention of headmasters and nature-study teachers to the desire to 
preserve certain species growing in the district; there need be no indication in 
the appeal as to where such plants grow. 
Many societies already have such lists. Probably no place is more accurately 
worked than the North of Ireland, and it would not be a formidable task to 
single out examples for presentation to teachers of nature-study. 
Much valuable assistance against ignorant destruction of rarer species might 
be obtained from the Press. Many of our ‘dailies’ give special columns to 
‘Nature,’ and the rarer forms are objects for special description. If we make 
an appeal to the Press to emphasise the desirability of cultivating a pride in our 
local fauna and flora, such an appeal may be attended with success. 
I see no other means of preventing the extinction of local species; it is a 
moral claim we have to make, and that is always the most difficult to establish. 
My remarks have frequently tended to be in the direction of a plea for the 
defendant. I have taken this course deliberately in order that those who ait 
prepared to present schemes for the prevention of destruction of local species 
may perhaps be in a better position (1) to realise the kind of opposition which 
offenders will raise against any measures which tend to limit a continuance of 
their practices, and (2) to form Jess hasty judgments on those who are considered 
offenders, traditionally, at any rate. 
The CHarrman, to show the position of affairs, read the following resolution 
from Section D, and the Council’s motion on it :— 
‘That the British Association for the Advancement of Science deplores 
the rapid destruction of flora and fauna throughout the world, and 
regards it as an urgent duty that immediate steps should be taken to 
secure the preservation of all species of animals and plants, irrespective of 
their economic or sporting value.’ 
The Council approved the principle of the above resolution, and resolved to 
give expression to it in the following terms :— 
‘That the British Association for the Advancement of Science deplores 
the rapid destruction of fauna and flora throughout the world, and 
regards it as an urgent duty that steps should be taken, by the formation 
of suitably placed reserves or otherwise, to secure the preservation of 
examples of all species of animals and plants, irrespective of their 
economic or sporting value, except in cases where it has been clearly 
proved that the preservation of particular organisms, even in restricted 
numbers or places, is a menace to human welfare.’ 
Sir Epwarp Brasroox (Balham and District Antiquarian and Natural 
History Society) said that this resolution of the Council embodied a resolution 
passed by the Conference of Delegates at Dundee and sent up to the Council. 
Continuing the discussion on the two papers which had been read, Mr. 
W. Marx Wess (Selborne Society) said that his society did not wish to depre- 
ciate or supersede the work of any other. The section devoted to plant pro- 
tection only looked for help and co-operation in its undertakings. He thought 
that the power of the law should be definitely behind those who wished to pre- 
serve certain plants on their estates. He gave instances of extermination and 
damage in a particular case. He also alluded to the good work which had been 
done by nature-study teachers by inculcating respect for living things, and 
agreed that common objects were better teaching material than rare ones, 
although there was much wilful destruction of common plants. 
