EDITOR'S PREFACE 



In the present state of scientific education, or, more correctly 

 speaking, education in science, in this country, the instructor 

 is frequently called upon to face the problem of teaching a 

 particular science to students engaged or about to be engaged 

 in some special industry. The problem is confessedly a 

 difficult one to deal with practically, and many diverse views 

 are held respecting its feasibility, or even the desirability of 

 attempting its solution. The diversity of opinion no doubt 

 represents the differences in the mode of treatment to which 

 the various branches of science lend themselves. To the 

 majority of educationists it is evident that instruction in 

 science is, as a mental discipline, of a very high order of 

 importance, quite apart from any technical knowledge in 

 relation to any special industry. More particularly does this 

 apply in the case of those occupied in productive industries 

 of all kinds, whether manufacturing or agricultural, in the 

 widest meaning of the term. 



Starting with the very reasonable assumption that those 

 who are concerned with agriculture should know, at least, 

 something of the general principles of chemical science, the 

 question presents itself to all who are interested in the welfare 

 of agriculture — How and When is such instruction to be given ? 

 The elementary schools, especially in country districts, are 

 confessedly feeble in their science teaching, even if they 

 attempt it at all. There is a crying need for good secondary 

 and technical schools in rural centres, but little progress has 

 as yet been made in this direction. That sound instruction 

 in scientific principles by scientific method should be made 



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