ANNUAL REPORT—CONVENTION. 
7 1 
education in nature is all this, if the teacher knew how to direct 
and utilize it. The present system is truly ignoble if it sends the 
workingmen into the world in gross ignorance of everything he 
has to do with it If you bring up a ploughman in utter igno¬ 
rance of everything relating to the food of plants, of every me¬ 
chanical principle of farm implements, of the weather to which 
he is exposed, of the sun that shines upon him, of the rain which, 
while it drenches him, refreshes the crops around, is that igno¬ 
rance conducive to his functions as an intelligent being? All 
nations that have in recent years revised their educational sys¬ 
tems, have provided a class of secondary schools for the indus¬ 
trial classes, especially devoted to teach them the principles of 
science and art relating to their industries. Holland compels 
every town of 10,000 inhabitants to support such a school.” 
Distinguished educators, men of science, and literary men, 
unite with the keen, practical men of the world, who have no pet 
theories to advocate, in expressing their opinions of the value of 
these sciences in the primary schools. 
In the province of Ontario, through the efforts of Rev. Dr. Ry- 
erson, who has been at the head of its educational interests as 
chief superintendent of education for more than twenty-five years, 
and who is second to none in the civilized world for practicality, 
success and ability as an educational executive officer, a bill has 
been passed requiring the elements of mechanics (including 
drawing), commercial instruction, the elements of practical sci¬ 
ence, agriculture and natural history to be taught in the public 
schools. I am under many obligations to Dr. Ryerson for the 
valuable information on the subject under discussion contained in 
his report for 1872. 
The superintendent of public instruction for the state of Maine, 
asks and answers the following pertinent questions in regard to 
the studies of our common schools: “ What shall be taught in our 
common schools? Answer. Those things necessary to our chil¬ 
dren as men and women. When shall the several branches be 
taught ? Answer. As fast as their faculties of sensation, per¬ 
ception and reasoning develops. How shall they be taught? 
Answer. In the order of development of the child’s faculties, and 
