Martin. — On the Claims of Science in National Education. 1G9 



that these are not the last announcements which they shall have to 

 communicate : that there are yet behind to search out and declare, not only 

 secrets of nature which shall increase the wealth or power of man, but truths 

 which shall ennoble the age and the country in which they are divulged, and 

 by dilating the intellect, react on the moral character of mankind." 



The discoveries of a few noble minds have been the means of bringing 

 countless blessings within the reach of the whole human race, and have given 

 us the control over powers of which our fathers had but the faintest 

 conception. The investigations of the 'philosopher are eagerly watched by 

 the inventor. A secret has scarce been revealed from the treasury of nature 



I 



when it is utilised for man's benefit and destined to enrich the treasury of 

 thought or enhance his physical well-being. 



The momentous question which presents itself is " How to spread the 

 knowledge of science so that its advantages may be shared and enjoyed by 

 all V The mere exhibition of its effects is insufficient to enlighten the public 

 mind. The electric telegraph, for instance, is an evidence and illustration of 

 the progress of science, as also are the achievements of modern enterprise, 

 which, while presenting in substantial monuments the triumphs of genius, and 



's mastery over matter, yet their true educational value can be felt only 

 by those whose previous mental training enables them to comprehend all that 

 science has wrought in presenting such great results. 



The claim for instruction in applied science is urged upon us from all 

 classes of men. The mechanical work of the labourer requiring less 

 expenditure of mere physical effort, more skill and scientific knowledge to 

 direct even the simplest operations of his calling. As far as we can see into 

 the future the wealth of our race must increase in the same ratio as its 

 discoveries in science, if the inventor, the manufacturer, the engineer, the 

 merchant and the artizan have the necessary culture to enable them to seize 

 upon the new truths and extend their benefits over the greatest area. 



Education is the development of the mind from infancy to maturity. 

 The intellect of a child is the depository of latent power, it expands by the 

 growth of thought, and is corrected and governed by external influences. As 

 a community we recognise two departments of education — personal and 

 relative. 



First. — That duty which devolves upon those who, as parents or guardians, 

 are personally responsible for training up the child to be true to himself. The 

 virtues of self-denial, love, and obedience, and the sublime lessons of religion, 

 can be taught only in their present form, in that Divine institution, the circle 

 of a happy family. Parents cannot, therefore, divest themselves of this 

 responsibility, and charge their neglect upon the State. 



The second (or relative) department of education is that which prepares a 



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