MAGAZINE OF SCIENCE AND AET. 
11!) 
EDUCATION IN SCIENCE. 
We arc not at all desirous to enter into the 
controversy, that appears to have assumed a 
chronic form ill this community, on the sub¬ 
ject of education. The spirit and intention 
of this periodical is rather to record facts, 
and to throw out suggestions calculated to 
advance the material interests of the colony, 
than to discuss its institutions. It is not 
possible, however, for us to ignore the 
great advantage the colony would derive 
were the youth in pur educational esta¬ 
blishments to receive a sound elementary 
scientific education. This is an assertion 
which, we are sure, none will gainsay, and 
we feel quite justified in urging its consi¬ 
deration by all the means in our power. 
It is gratifying to observe that the im¬ 
portance of a knowledge of the physical 
sciences, and of scientific training, is now 
increasingly recognised in the venerable 
seats of learning in the mother country. 
Oxford and Cambridge arc moving with 
the times, and the British Governqfent, by 
the agency of the Committee of Privy 
Council in the department of Science and 
Art, is placing within the reach of all 
British schools, the means of sound prac¬ 
tical instruction. 
If education is to become general, it must 
first be shewn to be desirable and valuable. 
Now, it is not to be wondered at, that 
an ignorant father should have a very 
dim perception of the advantage he would 
gain by his son being able to make Latin 
hexameters. He would realize much 
more readily the desirability of the youth 
knowing so much of land surveying as to 
lie able to take an accurate measurement 
of the patrimonial acres, — or possessing 
sufficient botanical knowledge to discern 
poisonous herbage in his pastures, —or be¬ 
ing acquainted with agricultural chemistry 
enough to apply a proper manure to his 
fields. Indeed, the circumstances sur¬ 
rounding life in the Colonies, render such 
acquisitions of far higher importance than 
they ever can be in old and settled coun¬ 
tries. A man, with some scientific know¬ 
ledge, in the bush, is a benefactor to his 
neighbours for miles round. Several in¬ 
stances of tliis occur to our recollection. 
We are convinced, if these practical sub¬ 
jects were made leading features of our 
University and public school education, 
a very large increase of pupils would, take 
place, and immense benefits would be con- 
.ferred on the communitv. 
Nov. 1857. ' No. & 
Wc here take the opportunity to pay our 
humble tribute of admiration to the en¬ 
lightened statesmanship and lofty philan¬ 
thropy that actuated the founders of the 
Sydney University. In our opinion, that 
Institution is not premature. No period 
can he too early in the history of a state to 
lay broad and deep the foundations of 
learning. We doubt not that it is the in¬ 
tention of the Senate to enlarge its course 
of studies. Wc know and value the 
labours of the present accomplished pro¬ 
fessors, and are in a position to bear per¬ 
sonal testimony to the self-sacrificing zeal 
of the excellent Principal, but we would 
wish to see associated with these gentle¬ 
men, Lecturers on Botany, Agriculture, 
Geology, and Mineralogy, and on the Me¬ 
chanical Sciences, including the Steam 
Engine, and all possible combinations of 
constructive mechanism. 
We have derived much pleasure from 
an examination of the course of study 
pursued in the educational establishments 
in America. There the physical sciences 
take a much higher rank than in our own 
universities and schools, and we think we 
can discern the effect of this early training 
in the great ingenuity displayed in their 
mechanical inventions, and in their com¬ 
mercial enterprise. 
We do not wish to be understood as 
denying the value of a classical education. 
“• Latin and Greek,” says Sydney Smith, 
“ are useful, as they inure children to in¬ 
tellectual difficulties, and make the life of 
a young student what it ought to he, a life 
of considerable labour,— if they do nothing 
else, they at least secure a solid and vigor¬ 
ous application at a period of life which 
materially influences all other periods.” 
We are quite sensible of the impor¬ 
tance of obtaining the mastery of th# 
grammatical construction of a language, 
and are willing to admit that this informa¬ 
tion is more perfectly obtained by the 
study of the dead languages, than that of 
the living tongues. We are also aware of 
the purity «f style that is imparted by the 
study of classic models ; hut, nevertheless, 
we are disposed to regret the immense 
amount of time and energy that is ex¬ 
pended on classical studies. The intellec¬ 
tual vigour which is sought to be obtained 
by this means, would, we believe, ho better ' 
obtained by a course of mathematics. The 
application of mathematical principles to 
such branches of practical science as admit 
