168 Transactions. — Miscellaneous. 



Art. "SIX.— The Claims of 



Martin, 



[Read before the Auckland Institute, 21th July, 1874.] 



„ " X^T* " P£™ lit + s , m ? k + e an 7 ma * erial Prosperity until science is brought to bear 

 upon tnem. — ±1 .K. H. the late Prince Consort. 



I ask for myself this evening that courteous forbearance always accorded in a 

 learned society to the maiden effort of a junior member, and in bringing this 

 paper before your consideration I trust the importance of the subject will 

 commend itself so thoroughly to your attention that you will bear patiently 

 with any imperfections in the manner of its presentation. 



No subject commands greater attention in the civilized world at the present 

 time than the important question of education. The progress of modern 

 discoveries having brought about vastly extended intercourse between nations, 

 communities long separate and exclusive are brought into intimate relations 

 with each other, and, consequently, a desire for accurate information stimulates 

 inquiry, and upon closer intimacy men seek to possess in common the truths 

 hitherto known to the few. The various agencies of civilization, b y the diffusion 



ignorance 



superstition, and created a universal demand for a fuller revelation of truth 

 than the stores of literature are able to supply. 



To the arrangement and adaptation of truth and to thought, so formulated 

 as to meet this demand by a graduated system of instruction, we here apply 

 the term science. 



We 



demanding extensive knowledge for its comprehension, but as "progressive 

 truth," starting from the simplest facts within the mental capacity of 1 child, 

 and reaching to the utmost bounds of the loftiest intellect of man . 



The world seems now to be awakening from the torpidity of past ages, and 

 to be preparing for a future career, of the extent and influence of which we 

 have yet but a dim foreshadowing. 



Our purpose in the present paper is to show 



1 . The claims of science as a department of national education. 



2. The demand for science training in public schools. 



3. The responsibility of the State for the diffusion of science knowledge 

 among the people. 



4. By illustration of the progress and results of scientific instruction to 

 recommend its application to our present need as a colony. 



Herschel has truly described the students of science as " messengers from 

 heaven to earth, to make such stupendous announcements that they may 

 claim to be listened to. when th a v r^oat ,• •. „ . . . 



