632 



NA TURE 



[October 25, 1894 



same spirit, and consequently, in 1887, a number of us willingly 

 consented to act as a commitiee " for the purpose of inquiring into 

 and reporting upon the present methods of teaching chemistry." 

 This committee was appointed at the meeting of the British 

 Association in York, and consisted of Prof. \V. R. Dunstan 

 (secretary). Dr. I. H. Gladstone, Mr. A. G. Vernon Harcourt, 

 Prof. H. McLeo'd, Prof. Meldola, Mr. Pattison Muir, Sir Henry 

 E. Roscce, Dr. W. J. Russell (chairman), Mr. \V. A. 

 Shenstone, Prof. Smiihellf, Mr. Slallardand myself. A report 

 was presented at the Bath meeting in 18SS, giving an account 

 of replies received to a letter addressed to the head masters of 

 schools in vfhich elementary chemisir)- was taught. In 1S89 

 and 1890 reports were presented in which were included sug- 

 gestions drawn up by myself for a course of elementary 

 instruction in physical science. 



Let me at once emphasise the fact that these schemes were 

 for a course of instruction in physical science — not in chemistry 

 alone. The objects to be accomplished by the introduction of 

 such lessons into schools have since been more fully dwelt on in 

 a paper which I read at the College of Preceptors early in 

 1891, printed in the Educational Times in May of that year. 

 After pointing out that literary and mathematical studies are 

 not a sufficient preparation in the great majority of cases for the 

 work of the world, as they develop introspective habits too 

 exclusively, I then said. In future boys and girls generally 

 must not be confined to desk studies ; they must not only learn 

 a good deal about things ; they must also be taught how to do 

 things, and to this end must learn how others before them have 

 done things by actually repeating— not by merely reading about 

 — what others have done. We ask, in (act, that the use of eyes 

 and hands in unravelling the meaning of the wondrous changes 

 which are going on around us in the world of nature shall be 

 taught systematically in schools generally — that is to say, that 

 the endeavour shall be made to inculcate the habits of observing 

 accurately, of experimenting exactly, of observing and experi- 

 menting with a clearly defined and logical purpose, and of 

 logical reasoning from observation and the results of experi- 

 mental inquiiy. Scientific habits and method mu-t be univer- 

 sally taught. We ask to be at once admitted to equal rights 

 with the three R's — it is no question of an alternative subject. 

 This cannot be too clearly stated, and the battle must be fought 

 out on this issue wlihin ihe next few years. 



Well, gentlemen and ladies, you have the honour of forming 

 part of the advanced guard in the army which is fighting this 

 battle — for the fight is begun in real earnest, although as yet 

 on a small scale : nevertheless, in this case, the small beginning 

 must have a great ending. 



I had long sought for an opportunity of carrying the war Into 

 the camp of elementary education, and this came about four 

 years .igo when my friend Mr. Hugh Gordon was ap- 

 pointed f ne <if the Science Demonstrators of the London 

 School Kjaid. Duiing at least three yesrs prior to his ap- 

 pointment, Mr. Gordon had been doing research work in the 

 laboratory of which I have charge at the City and Guilds of 

 London Institute Central Technical College, where he had 

 also taken pari in our elementary teaching, and he was already 

 an ardent advocate of the educational policy of which I am so 

 strong a supporter. Under the London School Hoard, he 

 achieved a marvellous success, and the work that he has done as 

 a pioneer cannot be too highly appreciated. He secured your 

 confidence and sympalhy, and interested his pupils ; and 

 working in a most unpromising field, under conditions of a 

 most unsatisfactory and ofien depressing character, he has proved 

 that to be possible, even easy (10 the competent and willing 

 teacher '.,, which my friends in higher grade schools have often 

 scoffed at and declared to be imiiosslble. In future, no public 

 school will be able 10 excuse itself, except on the ground of want 

 of will to give such teaching. I have often been told that our 

 scheme was lou costly, that much special provision must be 

 made to carry It Into elfecl, and that it requires so much time 

 and such an mcicase in the teaching staff: my friend Gordon, 

 with your assistance alone and no other addition to the staff, 

 by iuccessfully teaching, I believe, in seventeen of your schools, 

 has given all these statements the lie. But I confess that as yet 

 there are (cw who could accomplish so much ; few equally well 

 fitted and prepared for ihc work, so imbued with the right 

 spirit, 10 convinced that the ciuse Is a great and holy one, 

 gifted with sufficient energy and enthusiasm to overcome the 

 difiiculties. The lillle book he has written, in which Ihe first 

 part of the course of teaching he adopted Is broadly out- 



NO. 1304. VOL. 50] 



lined,' although containing a few slight blemishes which mar 

 its otherwise logical character — blemishes which will be very 

 easily removed in a second edition — appears to me to be a most 

 important contribution to educational literature, and will render 

 great service to our cause. But I count as his greatest achieve- 

 ment the introduction of a proper balance — calculated to inspire 

 confidence and respect — into the schools, for I believe the 

 discipline of learning to weigh carefully and exactly to be of the 

 very highest value to a child, and one of the most effective 

 means of leading children to be careful and exact In their work 

 generally. I envy my friend his success, as I have In vain tried 

 to get proper balances introduced into schools of far higher 

 grade in place of wretched contrivances costing but three or four 

 shillings, which can be of no service in forming character, 

 although I have no wish to deny that such may be made use 

 1 of in illustrating principles. 



Mr. Gordon, I believe, was appointed to teach mechanics 

 . under what I will venture to call an antiquated and wooden 

 ' syllabus, but he had the courage to burst the bonds Imposed 

 , upon him, and from the outset determined to teach what was 

 I likely to be of real service to his pupils. I have said that he 

 gained the confidence and sympathy of the teachers with wh^'v 

 he was associated and whose work he was appointed to super\ 

 I and direct ; but 1 believe that he did more, and achieved succ 

 j in a task of greater difficulty — that he actually made converts of 

 I some of her Majesty's Inspectors whose sympathies had pre- 

 viously lain with literary studies. 



I have thought It desirable thus to sketch the history of the 

 introduction of our British Association scheme into School 

 Board circles. Let me now further emphasise the importance 

 of teaching scientific method, which after all is recognised by 

 very few as yet. Let me endeavour to make It clear what I mean 

 by scientific method. : that when I speak of scientific melh^ 1. 

 I do not mean a branch of science, but something much broi ' 

 and more generally useful. We may teach scientific meil 

 without teaching any branch of science; and there arc ni 

 ways in which we may teach it with materials always c: 

 to hand. 



I have very little belief in the ellic.icy of lecturing, and it i~ 

 always difficult to persuade those who are not already per 

 suaded — I would therefore refer those of you who are not >ii 

 with me to a book from which they may derive much inform. i- 

 tion and inspiration. I mean Herbert Spencer's " Essa> 11 

 Education," the cheap edition of which, published by Willi.inn 

 and Norgate, costs only one shilling and elevenpence ! It i^ .1 

 book which every parent of intelligence desiring to educate ln~ 

 children properly should read ; certainly every teacher .shouKl 

 have studied it thoroughly; and no one should be allowed t 

 become a member of a School Board who on examination " 1- 

 found not to have mastered its contents. But as Heil 

 Spencer says — and the limes are not greatly changed sinci 

 1 wrote — although a great majority of the adult males through 1 

 ' the kingdom arc found to show some interest in the brecdiiiL;, 

 rearing, or training of animals of one kind or other, it r.Tn Ii 

 happens that one hears anything said about the rearlni; 

 children. I believe the subject is seldom mentioned in Sch 

 Board debates. Hence it happens that Herbert Spencer's book 

 I has had a smaller circulation than many novels, and that the 1S93 

 ] edition is but the 34th instead of being the 340th thousand. , 

 1 .\fter very fully discussing the question " What knowledge Is of 

 most worth ? '' he arrives at the conclusion that science is, and 

 eloquently advocates the claims of the order of knowledge , 

 termed scientific. The following are eminently instructive j 

 passages in his essay : — " While every one is ready to endorse 

 the abstract proposition that inslruclion fitting youths for the , 

 business of life is of high Imporlancc, or even to consider it of ' 

 supreme importance ; yet scarcely any inquire what instruction 

 will so fit them. It Is true that reading, writing, and arithmetic 

 are taught with an intelligent appreciation of their uses. But 

 when we have said this we have said nearly all. While the 

 great bulk of what else is acquired has no bearing on the in- 

 dustrial activities, an immensity of information that has a direct . 

 beating on the industrial activities Is entirely passed over. For, 

 leaving out only some very small classes, what are all 

 men employed in ? They are employed In the production, 

 preparation and distribution of cummodities. And on what 

 docs cRiciency in the (jroduction, preparation, and <listribulion 

 of commodities depend? It depends on the use of methods 

 fitted to the respective natures of these commodities ; it depends 

 ' Cf. Nati;hii, 1893, xlix. 121. 



