SCIENCE-TEACHING IN OUR SCHOOLS. 313 
To judge from the past it is certain that this branch of learn- 
ing will eventually come to be a recognised and a valuable part 
of every secondary school course, but it is equally certain that it 
will have to be conducted on a more definite and methodical 
plan than is at present adopted in the majority of our schools. 
The relative suitabilities of the different subjects which come 
under the general head of science will have to be recognised. 
and only those selected which can be most advantageously 
taught. This is a matter of primary importance, and a few 
remarks on this point may not be out of place. It may be pre- 
mised that besides training the reasoning faculties, scientific 
teaching should aim at developing the observational faculties in 
a degree not equalled by any other educational subjects. In re- 
lation to the teacher himself, all branches of science are not 
suitable, as it depends greatly on the bias of each individual 
as to what he can most effectively take up. The question for 
him must not be, what subjects he can obtain a maximum of 
passes in, but in what manner can he most effectively develope 
in the minds of his pupils the scientific method of looking at all 
questions. This ought to be his aim; but as he is apt to be 
judged by an empirical standard which asks for immediate re- 
sults, and as this standard is looked upon as the guage of his 
' success, he most frequently reduces his aim to comply with it. 
In the case of the secondary schools of New Zealand, this stan- 
dard exists in the Junior Scholarship Examination of the Uni- 
versity. It behoves the authorities of the University, therefore, 
to fix this standard with due care, making it as high as it can be 
placed with safety, and to do all in their power to encourage 
actual work and to discourage cram. The task must always be 
a difficult one, as no general system of practical examination 
has yet been hit upon, and for lack of this the best part of a 
teacher’s work, that namely which is due to his personal influence 
and enthusiasm, is not tested. 
In regard to the pupils, the training of the observational 
faculty should be begun early in their educational career. In 
the primary and preparatory schools it should take the form first 
ot properly conducted object lessons (not notes out of a book, 
but lessons on the physical properties of objects actually in the 
hands of the class), and later on, of special lessons in some defi- 
nite branch such as physiography or structural botany. Indeed, 
the latter science should find a place in every school, as it will be 
found to be the most useful preliminary training which can be 
adopted as a preparation for more advanced scientific work. 
The materials for its study are always readily available, and 
their examination does not necessitate the “ messing ” which 
accompanies some other branches of scientific work. It can be 
conducted in any class-room, or in country districts even out of 
doors, and for a very long time no apparatus (in the form of 
pocket lenses, &c.) is required. The pupil is introduced to a 
technical vocabulary, the acquisition and correct application of 
