31 



LESSONS IN ELECTKICITY. 



plate produces electricity. 



The friction <-f condi-nscd water-parti- 

 cles against a safety valve, or better etill 

 against a box-wood nozzle through which 

 Attain is driven, produces electricity 

 (Armstrong's hydro-c lectiic machine). 



These aro different manifestations of 

 one and the same power ; arid they are 

 all evoked by an equivalent expenditure 

 of some other power. 



Conclusion. 



Onr experimental researches end here. 

 I would now bespeak your attention for 

 five minutes longer. The cxpcn?iveness 

 of apparatus is sometimes urged as an 

 obstacle to the introduction of science 

 into schools. I hope it has been shown 

 that the obstacle 13 not a real one. Leav- 

 ing out of account the few larger experi- 

 ments, which have contributed but little 

 to our knowledge, it is manifest that the 

 wise expenditure of a couple of guineas 

 would enable any competent teacher to 

 place the leading facts and principles of 

 Jrictional electricity completely at the 

 command of his pupils ; giving them 

 UiwreDy precious knowledge, arni still 

 more precious intellectual discipline a 

 discipline which invokes observation, re- 

 flection, prevision by the exercise of rea- 

 son, and experimental verification. 



And here, if I might venture to do so, 

 I would urge upon the science teachers 

 of our public and other schools that the 

 immediate future of science as a factor in 

 English education depends mainly upon 

 them. I would respectfully submit to 

 them whether it would not bo a, mistake 

 to direct their attention at present to the 

 collection of costly apparatus. Their 

 principal function just now is to arouse a 

 lovo for scientific study. This is best 

 done by the exhibition of the needful 

 faeta and principles with the simplest 

 possible appliances, and by bringing their 

 pupils into contact with actual experi- 

 mental work. 



The very time and thought spent in 

 devising such simple instruments will give 

 tko teacher himself a grasp and mastery 

 of his subject which ho could not other- 

 wise obtain ; but it ought to be known 

 by the head meters of our schools that 

 time is needed, not only for devising such 

 instruments, but also for preparing tho 

 experiment* to be made with them after 



they have been devised. No scienco 

 teacher is f;t to meet his class without 

 this distinct and special prenaration be- 

 fore every lesson. His experiments aro 

 part and parcel of his language, and they 

 ought to be as strict in logic, and as free 

 from stammering, as his spoken words. 

 To rnuko them so may imply an expendi- 

 ture of time which few head masters now 

 contemplate, but it is a necessary expen- 

 diture, and they will act wisely in mak- 

 ing provision for it. 



To them, moreover, in words of 

 friendly warning, I would say, make 

 room for science by your own healthy 

 and spontaneous action, and do not wait 

 until it is forced upon you by revolution, 

 ary pressure from without. Tho condi- 

 tion of things now existing cannot con- 

 tinue. Its simple statement suffices to 

 call down upon it the condemnation of 

 every thoughtful mind. With reference 

 10 the report of a Commission appointed 

 .ast year to inquire into the scientific in- 

 struction of this country, Sir John Lub- 

 Dock writes as follows : " Tnc Com- 

 missioners have published returns from 

 moro than a hundred and twenty of the 

 larijer endowed schools. In more th.nn 

 half of these no science whatever i 

 taught ; only thirteen have a laboratory, 

 and only eighteen possess any scientific; 

 apparatus. Out of the whole number, 

 I-j.ss than twenty schools devote as much 

 * > four hours a week to science, and only 

 thirteen attach any weight at all to scien- 

 tific subjects in the examinations." 



Well may the Commissioners pronounce 

 such a state of things to be nothing less 

 than a national calamity ! If persisted 

 in, it will assuredly be followed by a re- 

 action which the truest friends of classi- 

 cal culture in England will have the great- 

 est reason to deplore. 



APPENDIX. 



AN ELEMENTARY LECTURE ON 

 MAGNETISM.* 



WE have no reaa.--a t:> believe thsit the 

 sheep or tho dnjj. or, indeed, any of the 

 bwer animals, feel aa interest hi the 



* From the author's volume, 

 Science. 1 " 



Fra-jmeate of 



