i897. NOTES AND COMMENTS. 363 



tions of the juvenile researchers. True it is useless for the inexpert to 

 observe experiments without knowing what to look for; but we main- 

 tain that to tell a class what to look for is not much better. A guide 

 is certainly required, but this should be provided by the form in which 

 the question is addressed. 



An Appeal to the Teachers. 



Professor Stewart strikes a^ true note when he complains that 

 too often the only scholars who are allowed to take up science are 

 Jhose who are not likely to do well in classics or mathematics ; and 

 this affords the opportunity of calling attention to the scant amount of 

 time allotted to science as a subject of general education, and of 

 advising science-teachers to take care that their subject is " not only 

 properly taught under the best possible conditions, but that it is also 

 associated with that amount of literary and mathematical instruction 

 which is most essential to its fullest development." 



These, among other ideas, we attempted to impress on the 

 masters of our Public Schools in a recent editorial Note (Natural 

 Science, May 1897, p. 292). But we gladly reiterate this call to 

 arms, for such we fear it must be if the existing preponderance of 

 other subjects and the present one-sided education of our middle and 

 upper classes is ever to be re-adjusted. Some ground, perhaps, has 

 been gained ; but there is need for all responsible for the teaching of 

 science to organise their scattered forces, and to sound an advance all 

 along the line. The book before us offers a weapon. If any one 

 would convince an obdurate opponent, let him put before his notice 

 the article by the master-hand of Professor Armstrong, who has con- 

 tributed a most valuable chapter on the general principles of scientific 

 teaching and the particular way in which chemistry may be dealt 

 with by young students. He has in fact put together a most com- 

 plete object-lesson couched in language that cannot fail to convince. 

 It was once our privilege to place in the hands of an old man, who 

 was devoted to teaching, but quite ignorant of science, a copy of 

 Nature containing Professor Armstrong's well-known elementary 

 syllabus. " How magnificent ! had I learned to teach like this, I 

 should have done more good in the world ! " was the criticism we 

 received. 



The Educational Value of Botany and Physiology. 



In the book]]under review, biological subjects receive their due 

 share of attention. It cannot be denied that botany is an excellent 

 subject for class-teaching. The apparatus required is very simple ; 

 the material is cleanly and frequently of considerable beauty ; it is 

 possible for every student to have his own specimens and to work 

 them out for and by himself; much of the subject can be learned out 

 of school, and a growing interest added to every walk ; the powers of 

 .observation, manipulation, drawing, literary expression can all with 



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