262 THE CANADIAN NATURALIST. [Jan. 



know nothing of the real meaning of the phrases which they have 

 learnt. Such mere literary acquaintance with scientific facts is 

 in chemistry an incalculable evil to the student if he be allowed to 

 mistake it for science. 



Whether the student is to learn much or little of chemistry, his 

 very first lessons must be samples of the science. He must see the 

 chief phenomena which are described to him ; so that the words 

 of each description may afterwards call up in his mind an image 

 of the thing. He must make simple experiments, and learn to 

 describe accurately what he has done, and what he has observed. 

 He must learn to use the knowledge which he has acquired before 

 proceeding to the acquisition of more ; and he must rise gradually 

 from well examined facts to general laws and theories. 



Among the commonest non-metallic elements and their simplest 

 compounds, the teacher in a school will find abundant scope for 

 his chief exertions. 



iii. Botany has also strong claims to be regarded as a subject 

 for scientific training. It has been introduced into the regular 

 school course at Rugby, (where it is the first branch of natural 

 science which is studied) ; and the voluntary pursuit of it is 

 encouraged at Harrow, and at some other schools with satisfactory 

 results. It only requires observation, attention, and the acquisition 

 of some new words ; but it also evolves the powers of comparison and 

 the colligation of facts in a remarkable degree. Of all sciences it 

 seems to offer the greatest facilities for observation in the fields 

 and gardens ; and to this must be added the fact that boys, from 

 their familiarity with fruits, trees, and flowers, start with a 

 considerable general knowledge of botanical facts. It admits 

 therefore pre-eminently of being taught in the true scientific 

 method. The teaching of science is made really valuable by 

 training the learner's mind to examine into his present knowledge, 

 to arrange and criticise it, and to look for additional information. 

 The science must be begun where it touches his past experience, 

 and this experience must be converted into scientific knowledge. 

 The discretion of the teacher will best determine the range of 

 botany at which it is desirable to aim. 



6. The modes of giving instruction in the subjects which we 

 have recommended are reducible to two : — 



1. A compulsory system of instruction may be adopted, similar 

 to that which exists at Rugby, where science has now for nearly 

 three years been introduced on precisely the same footing as 



