r „] NATURE-STUDY AND HIGH-SCHOOL CHEMISTRY 197 



relation to air and to carbon dioxide are examples of subjects suitable 

 for stud\'. The questions raised are chemical, with a Large admixture 

 of physics. Making illuminating gas and coke by heating coal in a 

 clay-pipe and other experiments clustering round this are instructive, 

 although most illuminating gas is not made from coal nowadays. 

 Baking powder and fermentation are subjects which have been used 

 with success. In all cases study must be restricted to the simpler facts- 

 If sugar were the topic, to show that it contains carbon, hydrogen 

 and oxygen would be perhaps the first experiment that would occur to 

 the trained chemist, and yet this should be the very last to be used 

 with a child. The chemist classifies the substance in consequence 

 of its composition. But in ordinary experience sugar on the one hand 

 and carbon, hydrogen, and oxygen on the other are totally foreign 

 materials. The things described by the last three names and their 

 properties are not observable in sugar or in connection with it. It is 

 not until we burn our sugar in making candy that the carbon in it 

 becomes significant. I do not say that the study of the composition 

 of compounds is not often a matter for elementary pupils to know. It 

 introduces a characteristically adult and scientific way of classifying and 

 describing, however, which often sets at defiance common experience. 

 It brings forth the most mysterious facts of the science instead of the 

 simplest, and should therefore be used sparingly. 



In the foregoing remarks experimental work by the pupil has been 

 sufficiently insisted upon. It is not less important in the grammar 

 school than in the secondary school. Very simple materials will 

 almost always suffice. Often the pupils will be induced to try the 

 experiments at home. Thus the comparison of the weights of ordin- 

 ary and of dried leaves, the making of coke, etc., can be done outside 

 the school. 



The difficulty in getting teachers trained to give work like this is 

 perhaps the greatest we have to meet. The grade teacher either 

 knows nothing of science, or her knowledge is of the conventional 

 type which does as much harm as good. Still, in the opinion of many. 

 much may be done by the principal giving the necessary instruction 

 to the teachers or by the appointment of a special supervisor to 

 organize the work in several schools. In large cities the employment 

 of special teachers, who go from school to school has been found to 

 work well in England. This plan is already in successful operation 

 in the cases of drawing and music. 



The benefits of nature-study of the right kind are well described in 

 the closing paragraph of Miss Camp's paper: 



