SECTIONAL TRANSACTIONS.—L. 569 
Prof. W. B. BRIERLEY.—Natural Science (zoology, botany) (6.0). 
Consideration of this question depends on one’s idea of the meaning of 
the word ‘ culture.’ To the author it means an integration of knowledge 
and experience which helps an individual to lead a reasonably full and free 
intellectual and emotional life and fits him to play a contributing part in the 
social community ; in short, an orientation towards life which makes for 
personal happiness and social usefulness. Cultural values are traditionally 
ascribed to particular subjects but, in fact, cultural values are not inherent 
in any subject, but derive from the method of treatment and the personal 
- relationship to a subject. There are few, if any, subjects whose study is not 
of potential cultural value, but the traditional methods of approach often 
lead only to the accumulation of information unrelated to life as a whole. 
To possess cultural value a subject must be regarded not as an isolated 
department of pure knowledge but as an integral part of human life and 
social welfare, and its pedagogy must have this orientation. The study of 
biology (zoology and botany) by reason of its methodology of observation, 
experiment, deduction and generalisation, together with its techniques of 
recording, can be made to yield ample scope for the development of an 
individual’s sensory, emotional, and intellectual life. By reason of its sub- 
ject material, which is the basis of all human development and social structure, 
it can be made to induce appreciation of fundamental principles of life and 
civilisation. 
Dr. ALLAN FERGUSON.—Chemistry and physical science (6.15). 
Prof. J. L. Myres, F.B.A.—The general educational problem (6.30). 
Education, as a preparation for life, approaches its task in different ways 
and by appropriate methods, according to the life to be lived, and the pre- 
supposed experience of the pupil. In adult education, the student’s experi- 
ence is wide but ill-co-ordinated ; his faculties though mature, are ill-trained ; 
he is less receptive of systematic ins*ruction, more appreciative of theoretical 
assistance applied to concrete episodic problems. His approach to all 
enquiry,—‘ scientific’ in the popular sense, or other,—is rather that of 
explorer and pioneer, than of pupil or disciple. Collaborative apprentice- 
ship, however, has been his normal introduction to technical skill; and 
usually he understands what team-work means, even when he is not by 
disposition suited to it. ‘These considerations affect the teaching, no less 
than the learning, of adult students. Historical and economic studies have 
had their vogue mainly because they have been presented to adult classes 
as remedies for social inconveniences in daily experience. Comparative 
indifference to the natural sciences results less from intrinsic abstruseness, 
than from the failure of academic exponents, laboratory-trained themselves, 
to appreciate the necessity of beginning with what the student practically 
knows and can do, with the simple means at his disposal and chiefly with his 
own trained eye and skilled hand. 
Dr. VAUGHAN CorNIsH.—The esthetic aspect (6.45). 
Sir Josran Stamp, G.B.E.— Summation. 
Tuesday, September 12. 
PRESIDENTIAL ApprEss by Mr. J. L. HoLtanp on The development of the 
national system of education (10.0). (See p. 219.) 
