Philosophical Institute of Canterbury. 411 
local and general, the particular and universal—are constantly on the increase. 
Materials for these investigations are rapidly accumulating in our Museum. I 
regret that the valuable report lately presented by the trustees of that 
institution has not yet appeared in print. It would be seen from it that not 
only have we obtained valuable contributions from abroad, but that local 
efforts have not been wanting, by collectors in various parts of the Province, 
to furnish local specimens to the general store. This latter class of contributions 
has, to my mind, a special value over and above the value which the specimens 
may have in a scientific point of view. Not only do they serve to illustrate 
the natural history of this country, they also give evidence of a general feeling 
of interest among the public at large in the advancement of science. 
In looking over the list of contributors I was much struck with the large 
number of children and young people who have sent contributions. Nothing 
can be more gratifying and more encouraging for the future of science here 
than this fact, because it shows that there are many who, at an early age, are 
beginning to acquire those habits of thought and observation which are the 
indispensable conditions of usefulness and distinction at a riper age. I hope 
that this single fact affords evidence that, if we cannot as yet boast of any 
great things achieved in the cause of science, we are at least laying a good 
foundation by first enlisting sympathy and co-operation. We shall, indeed, be 
rendering important services to science if we do nothing more than foster and 
encourage a spirit of enquiry and observation and love of study. This, I 
think, should be the special object of a society such'as ours. It is the faculty 
which it possesses of promoting that object which, to my mind, gives to this 
society its distinctive value, and it is as engaged in this work that we can 
fairly, as a body, claim the title of a learned society. Learning and science 
must, it appears to me, in order to be effectually promoted, be placed upon a 
much broader basis than that which they have hitherto occupied. They must 
look for their advancement, not only to assistance from the learned, but from 
all who can appreciate the value of learning in others. It is only by enlisting 
the interest, the sympathy, and the co-operation of all that we can hope to 
flourish as a learned society. It is on these grounds that I consider myself, as 
well as those other members who do not pretend to any special attainment in 
any branch of learning, qualified to take part in the proceedings of this 
Philosophical Institute, all the members of which, whether learned or unlearned, 
may justly claim the title of philosophers in the original sense of the word ; 
that is to say, lovers and admirers of wisdom and learning, though not 
necessarily themselves learned. 
It may appear paradoxical, but I believe it to be strictly true, that one 
condition of our success as & learned society is, that this Institute does 
not consist exclusively of learned men. That sharp line of demarcation 
