x ON THE TEACHING OF CHEMISTRY 251 



science, it became necessary to see how far it was 

 possible to introduce lectures and practical instruction 

 in some special branches of applied chemistry. I have 

 always held that the application can only be properly 

 and thoroughly learnt in the factory or works, just as 

 a trade cannot be taught in a school unless, indeed, 

 the school becomes a shop. This is, however, no 

 reason why the scientific principles of the various 

 industrial processes and even of their details should 

 not be brought in orderly fashion before the pupil who 

 is intended afterwards to conduct such processes. I 

 am of opinion that, provided a secure scientific basis is 

 laid, such lectures, given by a teacher who has had 

 practical as well as theoretical experience are of great 

 value to the technical student, and this view I 

 endeavoured to carry out. 



One of the chief functions of a school of chemistry 

 is to train teachers, and its highest aim is to guide 

 students in the methods of original scientific investi- 

 gation, and thus fit them for extending the boundaries 

 of the science. That this had to be done, if the school 

 is to *be in any degree successful, I had learnt 

 (amongst much of other invaluable experience) from 

 my venerated teacher Professor Bunsen ; and the 

 names of T. H. Sims, William Dancer, William 

 Marshall Watts, Arthur McDougall, and T. E. Thorpe 

 are associated with original experimental investiga- 

 tions which were published from our laboratory in the 

 'fifties and early 'sixties. The foundation of the 

 Dalton Scholarship in 1856 for aiding original 

 chemical research assisted most materially the pro- 

 gress of our school in early days ; indeed, it has done 

 so ever since. We had a goodly list of twenty-two 

 Dalton scholars, most of whom have made or are 

 making for themselves distinguished careers, either as 



