1 G8 Transactions. — Miscellaneovs. 



Art. XIX. — The Claims of Science in National Education. 



By JosiAH Martin. 



[Bead before the Auckland Institute, 27th Jidy, 1874.] 



"No humcon pursuits make any material prosperity until science is brought to bear 

 upon them."— H.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 jDresentation. 



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

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

 discoveries haviug brought about vastly extended intercouree 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, by the dififusion 

 of knowledge, have emanci^iated thought from the fetters of ignorance and 

 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 gi-aduated system of instruction, we here apply 

 the term science. 



We desire to advocate the teaching of science not as a mystic something 

 demanding extensive knowledge for its comprehension, but as "progressive 

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

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



The world seems now to be aw^akening 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 pui'pose 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 they repeat in every variety of urgent instance 



