The Evening Star SATURDAY, JULY 27, 1872.

Evening Star, Issue 2945, 27 July 1872, Page 2

The Evening Star SATURDAY, JULY 27, 1872.

Some of tho trades unions in Victoria are devoting their energies to the promotion of scientific education among the working classes by means of lectures, examinations, and prizes in the shape of money and certificates of competency. There seems reason to hope that the movement will be productive of great good. It seems singular that English communities, as a rule, are tardy in recognising the great revolution\mder which industry has passed during the last century. Formerly mere manual skill was the chief element of success, Manufacturing arts was almost wholly empirical. Practice has advanced it to a high degree of perfection, but its improvements had for the most part sprung from no higher talent than personal observation. This, however, now supplies but a secondary element to our manufacturing and mechanical machinery. Mathematical and physical sciences are now the mistresses of Art, and their professors, instead of being mein speculative philosophers, are the directors of commercial and mechanical enterprise. The ability to give effect to the teachings of science is perhaps to be ascribed to the powers and application to manufactures of the steam engine. We have got beyond the mere use of our hands. We have acquired the art of binding tho laws of Nature to do our bidding. Industry, in fact, has become a liberal profession. This no doubt is the conception which prompted the Victorian trades unions, and, previous to them, similar societies in England and America, to bring scientific knowledge .within reach of the working men. Of course, as years pass on, it will be more and more necessary for the workman to understand the general scientific principles of the process he is conducting or of the machine he is using. The manufacture will be better in proportion as mechanical industry is guided by science. Empiricism by this means will be supplanted by science, and the head will become wedded to the hand.

The leaders of thought in New Zealand and the most intelligent of the mechanical classes, however, have not recognised the important necessity which this imposes on them. Our artisans are allowed to grow up as if they were still to be nothing more than mere human machines. We act as if science and labor, scientific men and mechanics, were to be kept distinct for all time. Our artisans in consequence will be placed at a disadvantage when the time comes for them to O • •

compete with other countries. True, it may be said that New Zealand is a new country, and that there is abundant time to consider the matter. But while means of obtaining a superior education is being provided for those who can pay for it, is it not of paramount importance that the work-ing-classes should have means of acquiring such scientific knowledge as might be calculated to improve and help them in their work. Our Victorian friends discern this, and although the move*

ment promoted by them is a good one, it does not go far enough. It has the disadvantage of meeting the artisan at too Lite an age. An ordinary man, who has had no liberal instruction in youth must lind it hard to begin scientific studios after he has reached manhood. It is essential that some foundation should be laid in youth. The Committee of Council for primary education in England experienced this difficulty some time ago ; but by a little exertion they overcome it. Their first step was to suggest the establishment of classes for the instruction of masters of common schools in mechanical science. The suggestion was carried out, and hundreds of masters at once showed a willingness to qualify themselves for scientific teaching. The result is that the boys in over nine hundred common schools are now able to learn the elements of science as part of their education. Thus means have been provided by which both the lowest and the highest grades of instruction are placed within the reach of all. A similar design could be carried into execution in Now Zealand, but especially in Otago, without much difficulty or expense. Of course it would be necessary to interest the schoolmasters in the first instance by offering further grants from the Government, together with certificates of competency, in proportion to results after examination. This attained, the children would have within their grasp knowledge calculated to prepare them for any description of mechanical employment, while the country in time would participate in the benefits arising therefrom. The country teems in every part with unknown wealth. Before long mechanical skill of every kind will be called into operation to develops and utilise it. The establishment of arts and manufactures and the increase of wealth will be the result. But unless our youth are educated equally with those of other countries, can it reasonably be expected that they can take part in the competition with any certainty of success 1 Science and its application must be combined to form an intelligent workman.