REPORT OF MR. HINTON.
145
The general opinion of the country, working through the School’s Enquiry Commission, and such agencies, can alone be looked to, to make any important change in the way of introducing the study of Science. Nothing, however, can have much effect on the Grammar Schools and Middle-Class Schools of that country, until the Universities, which give the key of education in the country, allow a fair proportion of their endowments’to the reward of scientific studies. The instruction in the primary schools is, of course, only of .an elementary character. That in the adult night classes, though in some cases carried a little further, for want of time, means and apparatus cannot go to any depth. Such instruction, generally diffused, is of great use; but it only goes far enough to warn people of the mistake they may fall into from their ignorance ; to teach them not to be satisfied with mere empiricism; to show them how Science may be applied to their work, and to induce them to follow up their education. The application of Science to the Arts can only be made by those who have a thorough knowledge of special branches. The masters, mechanics, foremen and others, who have learned what they know of Science by the aid of the South Kensington Museum are but a small percentage of those engaged in industry. A ny of the poorer people, who show a .special ability and a ptitude for Science can only follow it out if supported while pursuing their study. The richer classes can always get Miat they may desire by paying for it.
The efficient head of the Science Department of South Kensington, I. F. D. Donnelly, makes the following statement
“ Much is said about the necessity for technical instruction, and e ®orts are being made to induce the State to supply it. It becomes, therefore, necessary to consider how far, if at all, the State can take dds up advantageously, as distinct from the general scientific instruction.
“ This idea is proposed from two rather different points of view. le 0ne proposed is to have a Technical School adapted to the staple industry of a place; the other, apparent!}’, to teach trades w hicli do not exist there, with the idea of their introduction.
Heal, technical instruction, the teaching of a trade or art, itself, 011 S(ae ntific principles, necessarily entails workshops for practice.
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