Feb., 19b' . The Queensland Naturalist. 293 
proficiency of his pupil or other considerations. But one 
may follow the advice given by Herbert Spencer with regard 
to the admission of “ Object Lessons/' a phase of Biology 
at the very earliest period of the scholastic career, with some 
contiaence object lessons he writes of as being “ the primary 
cultivation of the senses/' with which of course teaching 
commences. “ They should not cease/' he adds “ with 
early childhood, but should be so kept up during youth as 
insensibly to merge into the investigations of the naturalist 
and the man of science/' * 
9. It cannot, however, be overlooked that in prosecuting 
the study of living things in both the primary, secondary, 
high schools and technical colleges, a present difficulty 'is 
the paucity and, perhaps, want in Queensland of te'achers 
possessing an adequate knowledge of Biology, either on its 
Botanical or Zoological side ; but this with the projected 
teaching college or colleges in connection with the Queensland 
University, duly inaugurated, and the inclusion of one or 
more biologists of recognised standard on its teaching staff, 
this di.iiculty is one that is capable of being overcome, Again, 
in any ade uate provision for technical education, or for the 
development of Technology, the science of Biology, the study 
cf all its branches must be recognised, and when referring to 
technical education, the claims in this respect of that branch 
spoken of generally as agriculture, should by no means be 
ignored. 
Provision for acquisition of Biological knowledge at 
the University itself is being provided for, and the commence- 
ment made gives promise of the very best results ; but these 
cannot be realised until this branch of knowledge so important 
to the State receives co-ordinate rank with Chemistry and 
Physics, and has a separate chair devoted to it. 
In conclusion it is due to me treating of the office of 
‘‘ Biology or the Science of Living Things " in education, 
and when emphasising the apparent neglect of its claims 
to consideration in this state, to point to what is being 
attempted. 
The “ School Paper," in its three series, and in its several 
monthly issues, contains with scarcely an exception accounts 
and stories of aoimals and plants often beautifully and 
cleverly told. These convey generally correct and interesting 
pictures of the subject with which they deal, and have, no 
doubt, pedagogical value as ins r ments ior conveying 
instruction ; and, although they may arouse 'interest, they 
appear to have but little special educational value, and they 
seldom can be regarded as biological. 
• Education, Intellectual, Moral and Phys.cal, Lend., 1903, p. 58. 
