434 SCIENCE PROGRESS 



currents by the motion of a conductor in a magnetic field. I 

 always teach that chemistry is synonymous with change — 

 that chemistry is the science ot change, of change in molecular 

 configuration or composition. 



Physics deals with the pieces of which the world is made 

 and considers their characters as separate individuals ; chemistry 

 deals with the games that can be played with their aid — the 

 chief office of the chemist is to elucidate character by the study 

 of the behaviour of the pieces when brought into interaction. 

 Physics is therefore a far more limited science than chemistry. 



Physics, in not a few respects, is the simpler science : eve^r- 

 thing in physics can be quantified sooner or later ; there is 

 much in chemistry that cannot, which requires for its apprecia- 

 tion that subtle sense commonly spoken of as artistic feeling. 

 I am satisfied that chemistry is by far the most valuable of 

 the sciences as an educational instrument, because comprehen- 

 sive problems may be set and solved experimentally in a 

 consistent, logical and thorough manner; instruction may be 

 given in all that pertains to the art of inquiry in a way and 

 to an extent which is not possible in the case of any other 

 branch of knowledge. Whatever we teach in our schools, 

 chemistry must not be neglected ; it is the science of life, life 

 being but a succession of chemical changes : it is therefore the 

 basis of physiology. 



I hope that I shall not be subject to the criticism that my 

 opinion is given from the " nothing like leather" point of view. 

 I have some working acquaintance with the other branches of 

 science which come under consideration in schools, sufficient, 

 I trust, to do justice to their relative values in the curriculum. 

 My selection of chemistry as the subject of prime importance 

 is made on broad educational grounds, both on account of its 

 superior disciplinary value and from the utilitarian point of view : 

 the knowledge it gives is more necessary to us than that derived 

 from physics, if we are to understand ourselves. 



It is impossible, on such an occasion as this, to formulate 

 a school programme of studies in Natural Knowledge — the term 

 definitive of the province of the Royal Society of London — but 

 I may be allowed to give certain broad indications. 



Work must begin in connection with the arithmetic class — 

 the teaching of arithmetic must be made practical. Here comes 

 the fundamental difficulty— the teachers are not practical. 



