ON THE TEACHING OF SCIENCE IN ELEMENTARY SCHOOLS. 313. 
The London Board has not taken into consideration any definite plan 
-as to the scientific specific subjects of Schedule IV. 
The Board, however, now gives instruction to its pupil-teachers at 
certain centres, and has made provision for the imparting of a knowledge- 
of nature at each of these. The course of instruction is divided into four 
stages. The first stage begins with Huxley’s ‘Introductory Primer’ as 
a general guide, and treats of general principles of natural knowledge, the 
general properties of liquids and gases, and the leading characteristics of 
plants and animals. The second stage deals with the properties of solid 
bodies, the chemical notions of elements‘and compounds, the mechanical 
powers, and the characteristics of the principal divisions of the animal 
and vegetable kingdoms. The third stage includes the elementary stage: 
of Physiography, according to the syllabus of the Science and Art De- 
partment, as far as the subjects have not been included in the previous 
instruction, or under the head of geography; such as the crust of the 
earth, the sea, the atmosphere, the physical forces, and a general idea 
of the animal body. The fourth stage includes the advanced stage of 
Physiography, as defined by the Science and Art Department, and the 
application of the various sciences already studied—mechanics, electricity,. 
physiology—to the arts of life. As this course extends over a large range 
of subjects, it is understood that none of them should be treated very 
fully, but that the information given should be accurate as far as it goes, 
and the theoretical conceptions clear. The lessons should of course be- 
illustrated either by the natural objects themselves, or, where that is not 
possible, by diagrams. This course has scarcely got into full operation 
this season ; but an examination of the pupil-teachers was held last July 
by the Board’s inspectors. 
MANCHESTER. 
Under the Manchester School Board science is taught both in the 
Higher Grade Board Schools, and in the ordinary Day schools. 
I. In Higher Grade Schools. In four schools—viz., Peter Street, 
Ducie Avenue, St. Matthew’s Ardwick,and Upper Jackson Street—science 
lessons form part of the ordinary day school work; in two others some of 
the more advanced boys and girls come for one hour in the evening for 
similar instruction. The subjects taught are—Mathematics ; Physiology; 
Inorganic Chemistry, Theoretical and Practical; Organic Chemistry ; 
Sound, Light, and Heat; Magnetism and Electricity ; Physiography ; and 
Theoretical Mechanics. Some of these subjects are taught in oue school, | 
and some in another. Practical Chemistry has hitherto been taught only 
at Peter Street, but now the Board have erected chemical laboratories 
at Ducie Avenue and St. Matthew’s, Ardwick, and that subject will be: 
taught practically at those two schools also this next winter. The teach- 
ing of these subjects at the aforenamed schools is under the Science and 
Art Department. Last May there were 727 passes. 
II. In ordinary Day schools. In some schools Botany, Mechanics, or 
Physiology are taken as specific subjects; and simple lessons on these 
sciences are given in the same schools as a kind of introduction to the 
work of the upper classes. Algebra and Euclid are taken as specific 
subjects in several schools. Object lessons are given not only in the Infant 
schools, but also in Upper schools in accordance with the work of the 
standard in the Code. 
