Address by Dr. Hahn. 41 



cient teachiii}^ is supplied in the principal branches of Science. It 

 is very gratit'ving to observe that these opportunities are made use ot. 

 as is shown by the ever-increasing number of students who take up 

 the study of two or more Science subjects. The Chemical Labora- 

 tory, originally intended for 21 students, has become much too small, 

 and an extension of the laboratory is now in course of construction. 

 In other Colleges the number of students of Science subjects has 

 also considerably increased. These institutions, following the ex- 

 ample of the South African College, have also acquired Chemical 

 and Physical Laboratories. Even in some schools provision has been 

 made to do something towards teaching the rudiments of Science in 

 Chemistrv. and it is very pleasing to me that some of my former 

 pupils are now teaching Chemistry in these schools. More could Ije 

 done in this direction if the teachers of the schools could have some 

 simplest apparatus for demonstrating a scientific fact. The principal 

 object of the lecture experiment is to illustrate an important reaction, 

 or chemical or physical process, which is typical for a .series of 

 similar reactions. In order to attain this object the experiment must 

 be carefully prepared and tried beforehand, and when it comes off 

 in the lecture it must be successful without fail, or else it deprives 

 the student of all confidence in experimental demonstrations. To 

 make experiments in connection with Science teaching is an art 

 which must be taught, understood and practised ; it cannot be 

 acquired by book cramming and subsequent examination, as is un- 

 fortunately the case wiih most other subjects of the school curriculum. 

 I cannot conclude this brief sketch of the present t^ondition of 

 Science teaching in our Schools and Colleges without mentioning 

 that already three South Africans who have taken the Science B.A. 

 degree have subsequently passed successfully the Master of Arts 

 Examination in Chemistn-, and that a fair number of South African 

 B.A. students are now prosecuting their education in different 

 branches of Science in Universities and Technical High Schools on 

 the Continent. They have there, on the one hand, better labora- 

 tories for study, and on the other, also, frequently an opportunity of 

 visiting and examining large industrial establishments, in which they 

 find the ocular demonstration of the application of scientific prin- 

 ciples to practical purposes. To these young South Africans we 

 must look as teachers of Science in our Schools and Colleges, and 

 it is to be hoped that many will follow their example. Although the 

 study of Chemistry and of the other branches of Science is still in the 

 incipient state, there are indications which justify the hope that before 

 long Science will have its proper place in the school curriculum, and 

 that the experimental sciences will be taught in such a manner that 

 they will not only prove of great practical use in after-life, but will 

 develop the mental faculties more effectually than could be done 

 by the prevailing system of teaching dead languages with the aid of 

 a crib. I have already repeatedly referred to the practical use of 

 training during vacation courses in the experimental side of the teach- 

 ing of Chemistry and Physics. A teacher may be full of book- 

 learning and at the same time unable to put up or to handle the 



