1826.] of the British Si/stem of Chemical Instruction, 379 



facts from mistakes, detecting the " beggings of the question " 

 which his eager companions are unconsciously indulging in, 

 and good humouredly proving their profound ignorance of all 

 that is not established on the certain basis of experiment. 



Wherever this system is applicable, similar happy results 

 await its introduction. An experienced pupil and a novice, 

 placed together at a table or a furnace, will proceed to acquire 

 knowledge with double efficacy. Two pairs of hands are neces- 

 sary in many operations, and two heads are always better than 

 one. The younger is continually asking questions which indiice 

 the elder to search into the stock of knowledge actually in his 

 possession, to arrange, and to state it intelfigibly in answer. 

 The younger acquires by example a facility of operating, and as 

 a matter of course, day after day, receives a detail of the expe- 

 rience of the elder in familiar language at the instant he has 

 need of it, and an opportunity of applying it to use. This prac- 

 tical instruction, when associated with his own experimental 

 proof of its correctness and value, becomes indelible. Again, 

 one can refer to books, while the other attends to the work ; 

 one may consult the professors on difficult points, while the 

 other watches the progress of an experiment, and records the 

 necessary observations. Both co-operate in emergencies, and 

 sympathize in success and disappointments. 



Where such an arrangement for the diffusion of chemical, 

 science is adopted by a public institution in these kingdoms, 

 its resident lecturer may be relieved from much of the toil of 

 private instruction generally allotted to him under the present 

 system. His cares for his working pupils may then be limited 

 (as in France) to directing their studies, allotting proper por- 

 tions of the science for their own lectures, suggesting appro- 

 priate subjects for their investigation, explaining the rationale 

 of new phenomena, and giving a word of assistance to all as 

 they require it while engaged in working out their own infor- 

 mation. 



He may commit to their zeal and activity the determination 

 of all matters of minor interest, or of mere curiosity, which 

 would otherwise seriously encroach on his valuable time, but 

 which may be made excellent assays for their practice. Work- 

 ing pupils may soon be made tolerable assistants ; and by a 

 little arrangement to apportion experimental labours to their 

 several degrees of skill and knowledge, the lecturer may super- 

 intend a dozen investigations and analyses in operation at once 

 around him, and effect more in one season by their judiciously 

 combined efforts, than he could unaided, in ten. 



His proper sphere would then be superintendance. Like the 

 captain of a ship, he would generally be able to effect more by 

 directing others in their operations, than by working himself; 



