PEOCEEDINGS, NOVEMBER. Ixi 



first instance, there was fortunately an absence of the circumstances 

 usually attending such disturbances of the bed rocks, and that under 

 the present able management there need be no doubt as to the stability 

 of the work. 



6. "Common-sense in Education : being a brief survey of the Methods 

 of Education and Instruction in their bearing on the Practical Re- 

 quirements of Life." By Mr. J. S. Laurie. Mr. Laurie contended 

 that science and modern languages should form the instruction of at 

 any rate five-sixths of the masses to be educated. He quoted several 

 authorities as to the objects and method of education, and said it 

 was hardly creditable to human nature that one generation bequeathed 

 so little to succeeding generations from the instruction imparted to it. 

 The one redeeming feature of the colossal system of instruction now 

 being imparted throughout the world was that special instruction was 

 now occasionally being given for specific purposes. He defined education 

 to be ' To give harmonious and adequate development to all natural 

 powers, with a view to the right discharge of the functions and duties 

 of life,' and proceeded to cite the opinions of many eminent names in 

 English literature condemnatory of the system of education adopted 

 through several centuries. Going into the detailed work of ordinary 

 graramar schools, he condemned the method of teaching each subject, 

 and admitted that many of the masters had a clear appreciation of the 

 duties of their honourable office, but were bound in one set system by 

 the necessity of working in connection with recognised standards 

 adopted by the accepted examination tests. The education of the North 

 American Indians answered its purpose, and fitted the child for the 

 duties it would have to discharge when it came to take its place in the 

 organisation of the tribe, and the instruction of the ancient Greek was 

 equally perfect, securing the mens sana in corjpore sano which was the 

 object desired. In our modern experience, on the testimony of a 

 perfect galaxy of witnesses of the highest order, except, perhaps, in 

 medicine and certain exact sciences fitting for a specific pursuit, we 

 could not boast of even a reasonable measure of success, With the 

 exception of certain holders of the higher positions, the masters as a 

 body could not be blamed for this failure, as all thought of what might 

 be done was crushed out by, the necessity of what must be done. Toa 

 much was attempted, and nothing done well. He endorsed the opinion 

 that nature should be rigidly followed, and considered that the Kinder- 

 garten system symbolised what would have to be adopted throughout 

 all stages of education as the modern method. It was fortunate, as 

 far as this colony was concerned, that object lessons were adopted in 

 nearly all our schools that the Education Act included the application 

 of the Kindergarten method in the earlier stages, and that the estab- 

 lishment of t-echnical classes was contemplated. The expenditure upon 

 technical instruction in England had now reached the respectable 

 annual sum of £400,000, and instead of being looked upon as an 

 expenditure, was now accepted as an economy. Australia was fortunate 

 in having such an admirable model as that established in the Technical 

 College at Sydney, which was not only elevating the taste of that 

 community, but adding to the aggregate value of the work of the 

 mechanics. (Cheers.) 

 ^. Discussion on Mr. Laurie's paper was deferred until a future date. 



At the invitation of the President, a vote of thanks was passed to 

 the writers of the papers that had been read during the evening. 



ADDRESS BY THE PRESIDENT. 



His Excellency then delivered the following address in closing the 

 present session of the Society : — 

 Gentlemen, — In winding up the session of the Royal Society of 



