Oct. 17, 1889] 



NATURE 



599 



Thk question of the influence of wind and rain in valley 

 formation is discussed by Ilerr Rucktii^chel in a sliort memoir 

 contributed to the current number oi Peterinanns Mitteiltnigen, 

 abstracted in the Proceedings of the Royal Geographical Society. 

 The author, who has been pursuing his studies in Saxony and 

 elsewhere, ascribes the "one-sidedness " which is observable in 

 so many of the river valleys of Saxony to the action of rainy 

 winds, in the absence of considerations arising from the con- 

 figuration or composition of the soil. It has been observed that, 

 in the case of most streams in this region flowing through soft 

 sandstone, conglomerate, and diluvial soils, the east, north-east, 

 or south-east bank presents a steep slope, while the opposite 

 shore is flat. The cause is, according to Herr Rucklaschel, to 

 be found in the action of I he prevailing south-west, west, and 

 north-west winds, which, heavily charged with rain, precipitate 

 themselves almost at right angles upon the eastern slop'ng bank 

 of a stream, washing away the soil in much greater quantity 

 than from the western bank, and thus producing the one- 

 sidedness referred to. Similar phenomena have been observed 

 in some of the river valleys of Prussia and Bavaria. The author 

 lays down the following conditions as necessary for the pro- 

 duction of these eff'ects by the westerly rain winds : (i) the 

 soil must be composed of some loose or soft substance, (2) the 

 valley-must be eroded to a certain depth, (3) the volume of 

 water in the stream must not be too great in proportion to that 

 washed down the banks. For these reasons the phenomena can 

 occur, as a rule, only along the smaller rivers, a large river ; by 

 the force of its own current, shapes its banks, and the influence 

 of the prevailing rain winds is not so noticeable. Herr Ruck - 

 liischel visited England last summer to carry out researches there, 

 but was unable to find any river-valleys suited for his purpose. 



It is reported from Hong Kong that the expedition of Mr. 

 Rosset in the as yet unexplored districts of Annam, Cochin 

 China, Cambodin, Siam, and the Laos States has been concluded. 

 Much danger and many difficulties were encountered, but the 

 result has been excellent, and Mr. Rosset will take back with 

 him to Europe a valuable collection illustrative of the ethnology 

 of the regions he has traversed. The journey was divided into 

 three sections. The first comprised the Mekong River, the Chane 

 and Bang-Came Rivers, to Stung-treng, in Siam, 104.° to 106° 

 long, and 13° to 14° lat. In this section the tribes of the Brouns 

 or Bruns, the Kongs, and the Bennongs, were visited and studied. 

 The second se. tion of the journey as projected was from the 

 mouth of the River Dongnai in Cochin China up to the frontier, 

 covering the country between 104° and 106" long., and li°and 

 12° lat., the special object of study being the ethnology of 

 the Mois tribes. It was found, however, that the route was 

 impracticable, the heavy rains and thickness of the jungle pre- 

 venting the progress of the caravan, and the expedition was 

 obliged to make a detour into the mountains of Binthuan. The 

 third section of the journey again followed the Mekong River to 

 Kratse, from thence branching east and north-east to the coast 

 of Annam. Approaching Bung U the expedition followed a 

 north-easterly direction tD 13' lat. About 25 kilometres south- 

 east of Kratse the River Pree Se was passed, and the same river 

 was crossed three times in the journey north-east to the coast ; 

 also a tributary river called the Sala. In this section the tribes 

 of the Bennongs, Sliengs, Nhongs, and Ahongs were studied. 



THE TEACHING OF SCIENCE} 



TN a Report presented to the Bath meeting the Committee 

 gave an account of the replies they had received to a letter 

 addressed to the head masters of schools in which elementary 

 chemistry is taught. In this letter the Committee had asked for 

 a report on the chemical teaching, and also for a statement as to 

 the methods which had been found to render the teaching most 

 effective as mental training. In commenting on these replies 

 the Committee pointed out that the evidence which had been 

 collected was conclusive in showing that much of the teaching 

 of elementary chemistry is far from satisfactory, and needs to be 

 considerably modified if it is to effect that valuable mental 

 discipline which science teaching can afford. 



' Report of the C )mmittee, consisting of Prof. H. E. Armstrong, Prof. 

 W. R. Dunstan (Secretary), Dr. J H. Gladstone, Mr. A. G. Vernon 

 Harcourt, Prof. H. McLeod, Prof. Meldola, Mr. Pattison Muir, Sir Henry 

 E. Roscoe, Dr. W. J. Russell (CKairman), Mr. W. A. Shenstone. Prof. 

 .Smithells, and Mr. Stallard, appointed for the purp:)se of inqiiir.ng into and 

 reporting upon the present methods of teaching Chemistry. 



The Committee are convinced that the high educational value 

 of instruction in physical science has never been exhibited toils full 

 advantage in most of our educational institutions. Nevertheless- 

 there exists already a considerable body of experience which 

 proves that there is no more effective and attractive method 

 of training the logical faculties than that which is afforded by a 

 properly arranged course of instruction in physical science ; by 

 no other means are the powers of accurately ascertaining facts, 

 and of drawing correct inferences from them, so surely developed 

 as they are by the study of this subject. 



Since the last meeting the Committee have been actively 

 engaged in discussing the lines which a course of elementary 

 instruction in chemistry should follow. The Committee were 

 the more inclined to offer suggestion ; of their own, since they 

 had learnt from the replies made to their letter of last year, by 

 teachers in many of our well-known schools, that not only is the 

 necessity for the adoption of improved methods fully recognized, 

 but that teachers are anxious to receive advice and assistance 

 in introducing them. 



It cannot be too strongly insisted that elementary physical 

 science should be taught from the first as a branch of mental 

 education, and not mainly as useful knowledge. It is a subject, 

 which when taught with this object in view, is capable of 

 developing mental qualities that are not aroused, and indeed are 

 frequently deadened, by the exclusive study of languages, 

 history, and mathematics. In order that the study of physical 

 science may effect this mental education, it is necessary that it 

 should be employed to illustrate the scientific method of investi- 

 gating Nature, by means of observation, experiment, and reason- 

 ing with the aid of hypothesis ; the learners should be put in 

 the attitude of discoverers, and should themselves be made to 

 perform many of the experiments. The lessons ought to have 

 reference to subjects which can be readily understood by children, 

 and illustrations should be selected from objects and operations 

 that are familiar to them in every-day life. Chemistry is particu- 

 larly well adapted for affording this kind of instruction, and the 

 Committee are of opinion that a course which is mainly chemical 

 will be most useful in developing logical habits of thought. 



Chemical inquiry involves, however, the use of various physical 

 processes, and these are themselves of great value from the 

 point of view from which the instruction is being given. It is 

 also of great importance that the learners should become ac- 

 quainted with the characteristic instrument of physical science, 

 viz. measurement, and therefore quantitative processes should 

 be largely made use of. 



Having agreed as to the general principles on which a scheme 

 of elementary instruction in chemistry should depend, the Com- 

 mittee gladly accepted the offer of Prof. Armstrong to draw up 

 an account of such a scheme in sufficient detail to serve as a 

 guide to those who have to provide such teaching. Without 

 pledging themselves to accept all its details, the Committee 

 consider that the scheme which Prof. Armstrong has pre- 

 pared is in general accordance with their views as to what 

 should constitute a course of elementary instruction in physical 

 science. 



With regard to the manner in which the scheme should be 

 carried out, the Committee wish to lay stress on the following 

 points. In order that the plan shall produce its fidl educational 

 effect, the instruction should be commenced at an early age, and 

 be extended to every child in the school. They do not desire to 

 bring forward physical science as a substitute for any of the 

 other principal subjects of study, but they ask that like these 

 subjects it .should be looked upon everywhere as a necessary 

 part of education, and that it should receive a due share of the 

 time devoted to school work. It is well known that at present 

 science-teaching does not generally receive as much time and 

 attention as is given to other studies. This was made clear in 

 the Report of the Committee last year. It will be necessary to 

 allot more time to the subject, and to employ a greater number 

 of teachers. A teacher should not be required to give practical 

 instruction to more than from fifteen to twenty pupils at one 

 time, although the classes at lectures and demonstrations might 

 be somewhat larger. 



While the scheme now proposed may involve the employment 

 of a larger number of teachers of natural science, on the other 

 hand fittings and apparatus of the simplest description are all 

 that will be absolutely needed, and the cost of maintenance will 

 be relatively small. 



The Committee are aware that the course of instruction now 

 suggested is not in conformity with the present requirements of 



